Hampshire County Council
	Education Policy Review Committee		Item
	20 December 2001
	Outcome Report of the Hampshire Music Service Best Value Review
	Best Value Review

Contact: Richard Howlett. Head - Hampshire Music Service. Telephone: 01962 861502

1 Summary

1.1 This document reports the findings of the Best Value Review Group (BVRG), which was established in the spring of 2001 to consider the role of the Hampshire Music Service (HMS). The Service provides instrumental, vocal and class teaching services to pupils in schools; and music curriculum inspection, leadership and guidance to schools. HMS manages the county's music ensemble provision and the Hampshire Music Award scheme. The Review has focused on the overall effectiveness of the Service; the award and ensemble provision; and the Service's arrangements for supporting pupils with special educational needs (SEN). Various options for the future of the Service have been considered. Recommendations are given regarding future developments and priorities for HMS.

2 The Service under review

2.1 Aims of the Service and statutory basis

The mission of the Music Service is to encourage participation, enjoyment and achievement in music by providing the highest-quality learning opportunities.

The aims of the Service are:

· to develop to the full all pupils' musical potential, and to enhance the impact of music on their lives

· to support all schools, their teachers and others in extending the range of music provision, improving the quality of teaching and learning, and implementing the National Curriculum

· to encourage life-long learning, fulfilment, and social awareness.

Statutory basis

Following the Education Reform Act 1988, subsequent acts and the Curriculum 2000 review, music is a statutory subject for all pupils in Key Stages 1, 2 and 3. This requirement comprises:

· controlling sounds through singing and playing - performing skills

· creating and developing music - composing skills

· responding and reviewing - appraising skills

· listening, and applying knowledge and understanding.

Across the National Curriculum, music contributes to:

· promoting pupils' spiritual, moral, social and cultural development

· promoting key-skills provision.

There is no statutory basis for the specific provision of a music service by a local education authority (LEA). However, direct funding for LEA music services is provided by the Department for Education and Skills (DfES). The DfES has recently placed guidance for music services on its web-site.

HMS is a business unit providing support to schools. It is the responsibility of the governing body of each school, and not HMS, to ensure that pupils experience the statutory National Curriculum for music.

2.2 Objectives of the Service

Pupils: to develop to the full all pupils' musical potential, and to enhance the impact of music on their lives by:

· improving rates of progress and standards achieved in music making

· increasing active participation and enjoyment in instrumental and vocal activities.

Schools: to support all schools, their teachers and others in extending the range of music provision, improving the quality of teaching and learning, and implementing the National Curriculum by:

· providing effective professional development and advice

· promoting strategies, which raise the level of pupils' engagement and achievement in music.

Community: to encourage life-long learning, fulfilment, and social awareness by:

· increasing out-of-school learning opportunities in music

· promoting rewarding musical experiences in the community.

HMS staff: to encourage the continuing personal development of staff and to enable them to fulfil, more effectively, the aims of the Service by:

· providing effective professional development.

2.3 Links to corporate aims

Through instrumental and vocal teaching, performance opportunities in music ensembles, and at special events, young players and singers, and their audiences, are encouraged to engage in musical experiences. These activities, and other areas of HMS work, make a significant contribution to the County Council's Corporate Strategy and, in particular:

Corporate Aim 1: Developing the quality of life in Hampshire by:

· providing high-quality, life-long learning for the whole community.

Corporate Aim 4: Partnership for strong communities in Hampshire by:

· encouraging participation in local issues and activities

· developing opportunities for young people.

Corporate Aim 5: Providing high-quality services to the public through
well-trained, managed and motivated staff, and through third parties where the County Council acts as an enabler.

2.4 Other links

The Music Service is committed to working with a wide range of partners and other organisations. The key stakeholders and the main areas of involvement are shown below.

Governors and headteachers:

· management partnership Headteachers' Review Group (HRG)

· Service Level Agreement (SLA) for instrumental and vocal teaching, class teaching and curriculum inspection and advice.

Teachers in schools:

· professional development and advice

· curriculum-development opportunities and initiatives.

Pupils and parents:

· music-making opportunities in schools

· music award provision

· music ensemble provision

· ensemble Parents' and Friends' organisations.

HMS staff:

· Council of Reference (CoR)

· professional development.

General public:

· music in the community

· business sponsors.

Voluntary and charitable organisations:

· music events and performances

· fund-raising.

Hampshire Inspection and Advisory Service (HIAS):

· music inspection and advice to support school improvement

· Health and Safety guidance in music.

Professional bodies and groups:

· Qualifications and Curriculum Authority (QCA)

· Federation of Music Services (FMS)

· membership and/or links with many national music and other arts organisations.

2.5 Service policies

The funding for instrumental tuition is delegated to schools. Governing bodies will determine the school's policy for delivering instrumental and vocal tuition to pupils.

The policy for music ensembles and awards was agreed by the Education Committee in January 1997 and endorsed by the Education Committee at its meeting in March 1999. This is funded through the provision of a core budget. Copies of these Education Committee papers are included in Appendix 10, 11 and 12.

Hampshire Primary Music Curriculum Project (PMCP) funding is a centrally-held budget following consultation with all primary schools in Autumn 1998, under Fair Funding requirements.

The policy and budget for the use of Standards Fund grants to protect and to expand music service provision in Hampshire, was agreed by the Education Committee in March 1999.

2.6 Summary of existing service and delivery methods

HMS is the County Council's single point of reference for the leadership, guidance and provision of music education for its pupils and schools.

2.6.1 Services to schools

Through a SLA, the following services are provided to schools:

· instrumental and vocal teaching

· class music teaching

· music workshops and performances

· direction of orchestras, bands and choirs

· music inspection and advice.

HMS teachers visit schools on a regular, timetabled basis to provide these teaching services for groups of pupils.

2.6.2 Music ensembles

The Service manages and leads Hampshire's provision of 72 music ensembles for pupils. No charge is made for membership of these groups. Membership is unrestricted, except where demand for places necessitates a process of audition. This is normal practice for membership of the 12 county ensembles.

2.6.3 Music awards

The Service manages the Hampshire Music Award scheme. The awards offer individual, specialist instrumental and vocal teaching to pupils living in Hampshire, who are judged, after audition, to have exceptional musical ability. There is no charge to parents for this tuition.

2.6.4 Music curriculum

Curriculum leadership and guidance is provided to schools through:

· inspection and advice services, courses, conferences, focus groups and resources

· music festivals, workshops and projects

· class music teaching in primary schools.

All primary schools have full access to the PMCP, which provides courses, conferences, area focus groups and documentation for teachers.

All secondary schools have access to a range of courses, conferences and some area focus groups.

All special schools are able to subscribe to the PMCP, and have access to a range of opportunities for their staff and pupils.

Inspection and advice is provided in response to specific requests from individual schools, through the SLA arrangements.

2.7 Standards Fund grants to LEA music services

In April 1999, the Government introduced Standards Fund grants to music services. The purpose of the grants is to protect and to expand LEA music-service provision, and to improve the quality of taught music and equality of access. The initial
three-year period, to March 2002, has since been extended to March 2004.

Hampshire's bids in 1999 and 2000, for grants to sustain and to expand the musical opportunities in the county, were successful. From 2001, allocation of the grant is through a formula-basis. The funding enables HMS to improve and to extend its existing provision, and to broaden the range of opportunities for pupils and for teachers.

2.8 Costs of the Service (2000/2001 budget and full-time equivalent (fte) staff numbers)

Budgets for the Service:	2000/01 Out-turn	2001/02 Forecast out-turn
	£	£
INCOME
SLA charges - County Council LEA schools	2,028,800	2,249,700
SLA charges - Portsmouth City Council (PCC), Southampton City Council (SCC) schools, sixth-form colleges	158,600	177,800
Miscellaneous - services to HIAS, PCC, SCC and workshops	98,200	82,400
Grant funded - Standards Fund (including LEA contribution) Grant funded - Threshold allowances	1,085,400 0	1,090,100 135,200
Centrally funded	475,700	506,500
TOTAL INCOME	3,846,700	4,243,700
EXPENDITURE
Salaries	2,830,500	3,269,700
Other employee-related costs	42,900	41,500
Transport, car allowances	118,300	117,900
Supplies and services	726,300	711,000
Central overheads	120,600	103,600
TOTAL EXPENDITURE	3,838,600	4,243,700
OPERATING SURPLUS	8,100	0
Staffing: The Service employs 105 fte staff The total number of staff is 268. Of these, 36 are full-time teachers, 6 are administrators and 8 are managers.

2.9 Regular consultation

Through a management partnership agreement between the County Council and school governors, a Music Service Review team meets regularly to consider the current work and future plans for the Service. This team comprises headteacher representatives from primary, secondary, and special schools, and HMS managers.

All HMS staff are consulted on major plans and developments. Feedback on
staff-development provision, courses and conferences is gathered for all events.

An elected group of HMS teacher representatives - the CoR - meets regularly with managers to discuss staff/service issues.

2.10 Performance data

The HMS Strategic Plan, 2000-2004, includes performance data and targets for improvement. The key data relates to:

· quality of teaching provision

· pupil achievement and progress in HMS-taught lessons

· levels of school and pupil take-up of HMS opportunities

· school music profile and achievements

· provision and take-up of music ensemble opportunities.

The Service collects and monitors an extensive range of data including:

· an Annual Service Review Questionnaire (ASRQ) to all schools, reporting schools' levels of satisfaction and feedback

· feedback on all HMS courses, conferences and projects

· annual observation and review of all teachers, reporting quality of teaching and learning

· annual performance review for all staff

· staff register information on all pupils taught

· time-table analysis, including balance and distribution of teaching

· staff sickness levels

· levels of SLA take-up, by school phase.

Data is used to monitor trends in uptake, provision and quality whenever possible.

2.11 Competition and other providers

HMS faces competition for all its SLA teaching, inspection and advisory work, festivals and projects in schools. This competition is from many private music teachers and music consultants, and from other established providers of music services. Schools are able to select and to purchase services from any of these providers.

Membership of music ensembles is entirely optional for pupils. A wide range of other music ensemble opportunities is available to young musicians throughout the community of Hampshire. Music ensemble opportunities are also provided in adjacent LEAs.

Application for a music award is at the discretion of pupils, their teachers and parents. Other providers of music awards are charitable trusts and bursaries, specialist music schools, and conservatoires of music.

Competition for the provision of music curriculum resources and documentation is provided through commercially published materials.

2.12 Current challenges facing the Service

The major development issues facing the Service include:

· responding to the Office for Standards in Education (OFSTED) inspection report on HMS, through the development of an action plan

· improving the quality of HMS teaching, including planning that fulfils all requirements of the National Curriculum 2000

· the introduction of performance management for all staff

· extending the use of information and communication technology (ICT) and music technology, including the HMS web-site

· on-going training and up dating on all aspects of Health and Safety, including Child Protection.

Additional challenges to the Service are:

· uncertainties regarding the long-term future of Standards Fund grants

· difficulties in staff recruitment

· the provision of suitable and sufficient permanent accommodation, following HMS' temporary relocation due to flooding in Winchester.

2.13 Objectives of the Review

· To ensure that the Service is effectively provided and managed.

· To evaluate the benefits of ensemble provision and of the music award scheme.

· To evaluate the provision of the Service for pupils with SEN.

· To identify priorities for future Standards Fund expenditure.

3 The Review process

3.1 Challenge

3.1.1 Schools do not have to use HMS for any of their music provision or support. They are able to purchase these services from other individual local providers. The growth in demand by schools reflects HMS' success in providing a high-quality service.

3.1.2 The services provided by HMS are very extensive, and are set out in section 2.6. This breadth of activities has developed, and continues to grow, in direct response to requests by schools. HMS is largely a trading service, and exists because large numbers of schools sign up to, and make use of, its services. The daily challenge for the Service is to meet the needs of schools by providing high-quality music teaching and support. Through the setting of strategic targets and plans, developed with and understood by all staff, HMS is continually carrying out the setting of challenges as a normal part of its service.

3.1.3 It is the coherence, strategy and vision of HMS - one that embraces all aspects of tuition; music ensembles and awards; musical events and curriculum guidance, which make the Service so effective. It is this vision that informed the Education Committee decision in 1996/1997 to reintegrate the three different elements of music ensembles and awards; instrumental teaching; and music curriculum inspection and advice within one service. Evidence of the demands on the Service is set out in sections 3.2 and 3.3. In the past two years, the growth is particularly evident, with an increase in requests from schools amounting to the equivalent of more than nine full-time teachers.

3.1.4 Whilst there is no statutory basis for the specific provision of a music service by the LEA (see section 2.1), the challenge remains for HMS to fully reflect the statutory requirements of Music in the National Curriculum. In addition to the specific musical requirements, the National Curriculum for Music (DfES 1999) includes the following statement:

The importance of music

Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider world. The teaching of music develops pupils' ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and togetherness. It also increases self-discipline and creativity, aesthetic sensitivity and fulfilment.

This statement, together with the principles of the National Curriculum for Music, underpins all the work of HMS, and is endorsed by schools.

The BVRG and the HRG (see section 2.9 and 3.3.1) considered also the broader impact of music on pupils' behaviour, academic achievements and social skills. From these discussions, emerged the overwhelming benefit of musical opportunities and experiences for young people. Headteachers emphasise the accessibility of music by all pupils, their collaboration across age groups, and both the immediate and
long-term impact on pupils' behaviour and responsiveness to music.

3.1.5 The evidence of the impact of the Service is set out in sections 3.2 and 3.3. There is very strong evidence that the Service has a significant impact on raising standards in schools. This impact is through the direct teaching of HMS teachers, and through the provision of curriculum inspection, advice and guidance. OFSTED inspection reports make direct reference to the positive impact of HMS. There is further strong support from pupils and their parents.

3.1.5 The Service is very adaptable to new opportunities and rises to the challenge of new requirements. The introduction of Standards Fund grants to music services (see sections 2.7 and 6.4.1) enabled HMS to bid, very successfully, for funding to expand music provision in Hampshire. This has allowed HMS to make substantial investment in a range of areas. The OFSTED inspection feedback on the work of HMS is outstanding, and provides further independent assurance to pupils, parents, schools and the County Council on the quality of the Service.

3.2 Compare

3.2.1 The range of comparative information for LEA music services is very restricted. There is no national database to provide comparative information on costs, range of services provided and access to these, or detailed information on pupil achievement and progress in instrumental lessons. Contact with nine music services in Hampshire's statistical neighbour group confirmed this diversity, whilst providing information on those services' range of provision and current initiatives. Any analysis and comparison using such data should be treated with extreme caution however. The variations in funding methods, organisation, range of services, level of provision and methods of data gathering make detailed comparison invalid.

3.2.2 Following the introduction of inspections of music services by OFSTED in 1999, a summary of first inspection findings has been shared. By comparison with the first 16 services inspected, HMS has the highest proportion of good or better teaching seen. All HMS teaching is satisfactory or better. The table below shows the percentage of teaching seen that meets the OFSTED criteria for satisfactory or better teaching, and for good or better teaching.

Quality of teaching seen	Range for first 16 music services inspected	Hampshire Music Service inspection
Satisfactory or better	66% to 100%	100%
Good or better	16% to 81%	83%

3.2.3 OFSTED Inspection of HMS - December 2000

The OFSTED inspection of HMS in December 2000, based on the same inspection framework as used for school inspections, judged HMS using a benchmark of national standards in areas of teaching quality, standards of achievement and progress, and national criteria for judging the quality and effectiveness of management and leadership (appendix 1).

Main Findings

1) The HMS is a very good music service, which has made very effective use of the Standards Fund grants, both to protect and to expand provision.

2) Tuition given by the team of full and part-time tutors is very good overall and never less than satisfactory.

3) Pupils reach good standards in lessons and very good standards in the majority of ensembles.

4) The Music Service is effectively linked with the LEA's strategies for school improvement.

5) The HMS is well managed, with a strong Senior Management Team (SMT).

3.2.4 National Music Council Awards to LEA music services - 2000 to 2001

In November 2001, the National Music Council announced that the quality, range and impact of the Hampshire LEA Music Service had been recognised by the awarding of a Diploma. This diploma, one of only nine awards throughout the United Kingdom, recognises the specific achievements of the Service during the year 2000-2001. High praise is given to the Service's Millennium initiative: Hampshire Music 2000 and to the substantial legacy of that project. The range of music tuition and ensembles is praised along with the web-site developments, partnerships and the outstandingly good INSET, work with professional musicians and performance opportunities.

3.2.5 Impact of curriculum advice and support on pupils' achievements at ages
14 and 16

HMS provides curriculum advice and support to music teachers in Hampshire secondary schools. Specific projects are focused on improving the teaching of General Certificate of Secondary Education (GCSE) music and, more recently, of music at Key Stage 3. Evidence of pupils' achievements at age 14 and 16 reflects the quality of music teaching in Hampshire schools, and the impact of the high quality of advice and support provided by HMS.

3.2.5.1 Achievement in music at the end of Key Stage 3 (age 14)

In 2001, for the first time, schools are required to make statutory returns to the QCA of pupils' achievements in music at age 14.

Provisional figures show that 63% of all pupils reached the expected standard -
level 5. By comparison, 74% of Hampshire pupils reached this expected level, 11 per cent better than the national result.

3.2.5.2 Achievement in music at the end of Key Stage 4 (age 16)

Published results for music at GCSE level allow a comparison of pupils' achievement at national level with results in Hampshire.

The table below shows the percentage of pupils entered for music at GCSE, who achieve grade C or above. Figures for 2001 are provisional only.

	1997	1998	1999	2000	2001
All pupils	64.8	64.7	66.1	66.7	69.7
Hampshire pupils	66.1	68.6	70.5	74.5	74.2

Residual figures. The residual figure is a measure of the overall difference between pupils' achievements in music, and their achievements in all other subjects taken. The positive (+) figures are a measure of how much better pupils are doing in music than in their other subjects.

	1997	1998	1999	2000	2001
All pupils			+0.03	+0.03	+0.01
Hampshire pupils	+0.04	+0.05	+0.05	+0.23	+0.16

Since 1999, targeted support and guidance for GCSE teaching has been provided by the HMS advisory team. This is a part of Hampshire's school improvement programme, funded by the Standards Fund. The impact of this work is reflected in the outstanding improvement in the residual scores, especially in the schools receiving direct support from HMS. Pupils in Hampshire are more successful in achieving higher grades at GCSE. About 9% of pupils opt to take GCSE music in Hampshire, compared with 7% nationally. These achievements reflect the quality of work of the Music Service.

3.2.6 Number of schools signed up to the SLA

Hampshire schools are invited to sign-up to a HMS SLA that sets out the obligations for each party relating to performance and to the payment for services. The current SLA runs from April 2000 to March 2002. A new SLA, running to March 2005, is currently being considered by each school. The figures below show the numbers of schools signed up to the agreements:

Number of schools signed up to SLA, out of a total of 541 schools:

1999: 373 2000: 421 2002: tba *

*number available early 2002

Number of special schools signed up to SLA, out of a total of 30 schools:

2000: 16 2001: 23

3.2.7 Overall level of service activity

The Service collects and evaluates information on the work and impact of its staff. The table below shows that there is a substantial and continuing increase in the amount of teaching provided and in the number of pupils taught by HMS.

The requests for music-advisory services, which are in addition to the Service's curriculum initiatives and projects for schools in all phases, also shows an increase.

The figure for number of pupils taught includes only those attending group instrumental and vocal lessons. It does not include class teaching or ensemble membership.

There is no national comparative data for any of these areas of activity.

	Teaching hours in schools				Inspection and Advice
Year	Chargeable hours	Non-chargeable hours	Total hours	Number of pupils taught	Number of visits made	Number of schools visited	Number of days' activity
1999	2076	40	2116	12500	90	66	86
2000	2172	67	2239	13200	168	94	104
2001	2266	89	2355	14200	-	-	-

3.2.8 Summary of discussions with other music services

During the summer term 2001, an approach was made to the music services of nine of Hampshire's statistical neighbour LEAs. The questions asked, and the issues discussed, related to the main headings of this Review. The strategies for increasing provision and improving access, section 3.2.8.5, are as reported by these services. For comparison, HMS sets out its priority areas for improvement in a detailed Strategic Plan (appendix 3) and in the OFSTED Inspection Action Plan (appendix 2). The improvement of access, increased equality of access, and investment in professional development and quality are addressed within the HMS Strategic Plan.

3.2.8.1 Funding

All these services received support through Standards Fund grants. Eight out of nine also received direct funding from their local council. All the services offered a charged instrumental teaching service to schools or to parents. The level of charges set by each service reflects the differing levels of subsidy; conditions of employment of teachers; and range of opportunities included.

The hourly charge to schools ranges from £22 to £31 per hour.

The current HMS hourly charge for instrumental/vocal tuition is £27.50 per hour.

3.2.8.2 Ensemble provision

All the services provide some ensemble opportunities. The provision ranges from
countywide ensembles meeting at weekends and schools holidays, to an extensive network of music centres with regular weekly ensemble rehearsals. The level of charges and numbers of ensembles reflects the differing levels of subsidy; range of ensembles provided and the geography of the LEA area.

The provision is provided at no charge in three of the LEAs.

In others, a charge is made for ensemble membership. This charge ranges up to £100 per year, or £12 per day for holiday courses. Higher charges apply where individual tuition is included within a music centre. In a more rural LEA, bus transport to music centres is provided at a 50% subsidy rate.

The level of uptake by pupils is very varied. One of the non-charging LEAs attracts
30% of its pupils to the ensembles. The average uptake is between 16 and 20% of pupils taught.

The impact of Standards Fund has been to broaden the range of ensembles in these LEAs. There is a substantial emphasis on complementing the traditional range of orchestras, bands and choirs with world and popular music groups. These include steel pans, samba and African drumming, pop and rock groups, and jazz ensembles.

3.2.8.3 Music Award provision

Amongst the nine statistical neighbour authorities, there are seven different approaches to supporting the higher-achieving young musicians:

A. individual tuition available to higher-achieving pupils: charged to parents

B. support through instrument-loan scheme and free teaching on specific instruments

C. a discretionary music award scheme operated outside the Music Service

D. free tuition to younger pupils showing significant potential in their group lessons

E. free, or subsidised tuition for higher-achieving pupils, following audition

F. Saturday music academy for gifted young musicians, tuition charged to parents

G. discretionary funding for pupils on out-of-county courses: means-tested awards.

By comparison, Hampshire offers the following support:

· additional teaching time for pupils in Year 6, who show outstanding progress in group lessons

· 15 hours per year of free tuition for higher-achieving pupils, following audition.

3.2.8.4 The provision for pupils with special educational needs (SEN)

The table below summarises the range of services available to schools in the nine neighbour authorities, as compared with Hampshire:

Service	Number offering	Hants
A) Services to mainstream schools:
Number offering range of accessible services to all schools	9	Yes
B) Services to special schools:
Number offering a comprehensive service through an SLA	0	Yes
Number providing regular weekly instrumental teaching	2	Yes
- and where this is funded centrally through a retained budget	1	No
Number with current links to external music organisations	2	Yes
Number providing music-therapy service	2	No
Number including special schools in area initiatives/workshops	2	Yes
Number providing specific instrumental/technology workshops	5	Yes
Number providing specific events for pupils in special schools	5	Yes

3.2.8.5 Standards Fund - future priorities

The main priority areas for these music services are:

A. Provision and access

· Early Education - targeting the Under Five's.

· Vocal work - supporting singing in schools and through choral groups.

· World music - increasing the range of opportunities.

· Music technology - support.

B. Equality of access

· Subsidising hourly rate charged to schools/parents.

· Extending the means-tested remissions scheme.

· Developing broad-based projects with individual, or groups of, schools.

C. Quality

· Increasing professional-development opportunities for staff.

· Implementing Performance Management.

· Greater investment in induction, and on recruitment.

D. Support systems

· ICT systems.

3.2.9 Hampshire music ensembles - national and international achievements

Hampshire ensembles feature regularly, and prominently, in national events, awards and festivals. However, there is no comparative data against which to judge the quality and success of the ensembles. Hampshire has a very high reputation for its ensembles that, alongside the evidence of their achievements, places Hampshire youth music ensembles amongst the very best in the country. Extensive feedback and commendations from all tours shows that the ensemble members are very good ambassadors for both their county and their country. They are always very well received on visits and tours at home and abroad.

Achievements over the most recent years include:

· 15 successful international tours since 2000, several linked to Hampshire twinning schemes

· 7 ensembles have represented Hampshire at the Music for Youth Festival in London, since 2000

· a Hampshire massed choir of over 600 voices performed at the Royal Albert Hall in a Music for Youth Schools' Prom, November 2000

· Hampshire County Youth Band (HCYB) gained first place in the National Brass Band Championships in 1997, and were runners-up in 1998, 1999 and 2000

· Hampshire County Youth Orchestra (HCYO) are three-times winner of a Sainsbury Youth Orchestra award, including broadcast performances on Classic FM, and were selected for the Master-prize event in 2001

· north-east Hampshire Area Schools' Wind-band achieved a silver medal in the Boosey and Hawkes Wind-band Festival, Manchester in 1999 and 2000

· five HCYB members represented England at the opening ceremony of the 2000 Olympics in Sydney.

3.2.10 OFSTED reports - Hampshire special schools: September 1999 to July 2001

Since 1999, HMS has worked increasingly closely with special schools in order to develop the range of opportunities and support for these teachers and their pupils. During this period, ten Hampshire special schools have been inspected by OFSTED. In nine out of the ten OFSTED reports on these schools, there are specific references to music. All the schools that subscribed to the targeted SLA provision offered by HMS achieved satisfactory or good reports on their music provision. In these reports, inspectors make five references to the positive impact of the HMS provision, or to the adverse impact where a school discontinues an element of the HMS support.

3.2.11 Comparison with other local providers of music services

Instrumental music tuition

Individual headteachers and governing bodies make the decision as to who will be the provider of group music tuition in each school. A range of private tutors and music groups offer schools a choice of provider. Schools are approached directly by these providers. The hourly fee charged by private tutors and groups ranges from as little as £15 per hour to £22 or more per hour. Individual, private music tuition is also available outside school-time. Private teaching rates for more-advanced pupils are from £30 per hour upwards. Headteachers report that, when considering the choice of provider, it is the aspects of quality assurance, reliability and coherence that are the key determining factors.

Ensemble provision

Many playing and singing opportunities exist in local communities, including through churches and through youth organisations. Some youth music ensembles are organised by local music groups - the charges for these groups can be £6 or more per hour. The providers approach schools directly with this information.

Music award provision

In addition to the option of private music tuition, parents of some higher-achieving musicians choose to apply for a place in a junior department of one of the London conservatoires of music. This regular Saturday commitment provides tuition and ensemble playing/singing. The current cost is approximately £2000 per annum, excluding travel.

Music curriculum inspection and advice

A range of music consultancy, support and training is available to schools from local freelance advisers and through regional or national organisations, who approach schools directly. There is no available data with which to compare the quality and impact of non-HMS music services within schools, with the quality and impact of Hampshire's service.

3.2.12 Department for Education and Skills (DfES): music service guidance

During the period of this Review, the DfES published guidance on music services on its web-site. This guidance backs up the government's financial commitment to music services. It identifies what makes services effective and seeks to disseminate good practice. Self-evaluation questions, suggested areas of performance data/performance indicators are included.

The timing of the Review has meant that only brief consideration has been given to this newly published guidance. HMS will make full use of this guidance in future reviews and evaluations of its provision and in planning.

In November 2001, Hampshire hosts two days of visits by members of the DfES Music Entitlement Sub Group. Hampshire was selected as one of the best music services in the country, for this group's research into effective organisation and support for instrumental and vocal teaching in primary schools. This visit will inform future DfES policy on primary music entitlement.

3.3 Consult

3.3.1 Established consultation processes

Through the management partnership arrangement, HMS managers meet regularly with headteacher representatives from all phases: primary, special and secondary. This HRG receives reports and reviews the work of HMS, and considers proposals for development. Headteacher representatives report back to their colleagues, and are able to consult with them on major issues. All the parties agree that this is an effective consultation mechanism.

An effective CoR, comprising teacher representatives and managers, meets regularly to discuss staff issues. Reports and feedback on the issues raised, along with outcomes, are reported to all staff.

3.3.2 Annual Service Review Questionnaire (ASRQ) to schools

HMS carries out regular consultation and evaluations across its range of activities. It is in this way that the Service keeps up to date with needs and stays fully informed on the quality and work of its impact. Annually, each school is requested to provide feedback to the Service on its performance through the ASRQ. All the information from this major consultation exercise is reviewed and evaluated by senior managers, successes shared with named staff, and areas for improvement identified. The following is the summary of feedback over the past four years. The figures show the levels of satisfaction, in percentages, for each aspect of the service (appendix 4, 5,
6 and 7).

Year:	1998	1999	2000	2001
Number of forms returned:	318	257	240	223 (out of 541)
Aspect of service:	Levels of satisfaction:
Teaching quality	99%	99%	98%	99%
Inspection/advice	-	-	100%	99%
Quality of service	98%	99%	99%	99%
Response levels	99%	99%	99%	99%
Positive impact on raising standards	-	-	97%	99%

The figures for 2001 include nine special schools, from which the feedback is as follows:

Quality of curriculum advice:

High quality: 76%

Satisfactory or better quality: 100%

Impact on standards:

Positive impact on raising standards: 100%

3.3.3 Service Level Agreement (SLA) 2002-2005

The basis of all provision by HMS to schools is set out in the SLA document. During the period of this Review, consultation with headteachers through the HRG has resulted in the new SLA, which comes into operation in April 2002. A copy of this document, with a summary that indicates areas of change, is attached (appendix 15).

3.3.4 Feedback from schools that do not use HMS

In June 2001, a questionnaire was sent to a sample of schools that do not currently use HMS for instrumental teaching. These schools indicate that the main reason for stopping using HMS was financial - local tutors were recruited directly by the schools at a lower cost than HMS. As they have now acquired their own team of instrumental tutors, they do not have need of HMS services. In a few cases, schools have returned to HMS for specific areas of instrumental or vocal teaching.

3.3.5 HMS provision for music in special schools

During 2000-2001, HMS has consulted extensively with headteachers and teachers in Hampshire special schools. As a result, a range of appropriate provision is available to schools as follows:

Curriculum support for schools:

Subscription option to the PMCP

Especially Music annual conference.

Teaching provision:

Weekly instrumental and class teaching can be requested.

Events for teachers:

Focus group - termly meeting

Occasional specialist courses

Soundbeam training and workshops.

Events for pupils:

Special Celebration at Winchester Cathedral - annual event

Special Schools Event - Ferneham Hall - annual event

Music workshops - project with the Bournemouth Symphony Orchestra (BSO).

Resources on loan:

Soundbeam equipment

Instrument loan: Samba, African percussion, tuned percussion and music technology.

Web-site:

Access to the HMS web-site - a special school section is being developed.

Uptake by Hampshire special schools of targeted SLA provision:

SLA uptake of HMS curriculum project: April 1999 to March 2001:

16 out of 30 schools

SLA uptake of the amended special schools options, following consultation with special-school teachers and headteacher representatives - April 2001 to March 2002:

23 out of 30 schools (to date)

Involvement of pupils from special schools in HMS events

A key element of HMS provision for special schools is planned opportunities for their pupils to join together in local and county music events, workshops and festivals. The tables below show the number of pupils involved in such events over the past three years. The workshops by members of the BSO, newly introduced in the year 2000, are funded wholly by the Standards Fund.

Special Celebration and Special Event:

1999	439 pupils
2000	740 pupils
2001	850 pupils (provisional)

BSO workshop project, 2000 - 2001

27 out of 30 special schools have taken up this opportunity:

2000	260 pupils
2001	400 pupils

3.3.6 Consultation with parents/pupils who are ensemble members/award holders

A very extensive consultation with 400 current or recent music award holders and ensemble members, carried out by questionnaire during 2001, produced a 60% response level. Their views of Hampshire's provision, which are extremely positive, are set out below. A copy of the questionnaire and summary of responses is included (appendix 8).

3.3.6.1 Music Award holders

96% judge the provision to be good or excellent. The benefits include help in finding excellent teachers, alongside the financial support. The effects of the award are to motivate and encourage these young people in their musical studies.

97% consider it appropriate that HMS should continue to provide awards to pupils with exceptional ability.

Teachers report that award holders:

· make very good progress and fulfil their potential

· show a very strong commitment to their instrument/voice, and to ensemble playing

· have an increased depth of understanding of their own strengths and areas for improvement.

Parents of award holders comment on:

· motivation and increased levels of practice

· pride in seeing their children reach such high standards

· high appreciation for the award teacher

· the benefits of financial support from the scheme.

Award holders comment positively on:

· the benefits of ensemble membership

· impact on examination achievements

· contribution to future aspirations

· their appreciation for the teacher.

The destination of recent school leavers, who held a Music Award, shows that at least 85% of these transferred to university or conservatoire, with more than 40% opting to study music.

90% of the 2001 leavers had achieved their Grade 8 Music Examination. For many, this exam was passed with merit or distinction. 40% of students had achieved beyond Grade 8, and were working towards and/or had gained an Advanced Certificate or Diploma. 80% of those who left the Award scheme were members of a Hampshire county ensemble, making a significant contribution to the groups about which OFSTED reported: the quality of several of the county-level ensembles was outstanding.

3.3.6.2 Music ensembles

The responses to the consultation show that:

· 98% of ensemble members judge the provision to be good or excellent

· 97% of ensemble members judge that membership has helped their overall musical achievement

· 91% of ensemble members recognise the broader benefits of ensemble membership

· 99% believe that Hampshire should continue to provide ensemble provision

· 95% support the current policy of no charge for ensemble membership.

The musical benefits cited by members include positive comments on:

· the wider musical experiences than available in schools

· the range of music played

· the development of specific musical skills

· the increased expertise in performance.

The Music Service's specific role is recognised through:

· the loan of instruments

· the excellent quality of the conductors

· the co-ordinated performance opportunities.

Many former ensemble members go on to higher education, and many are currently attending music conservatoires and universities. Of those that responded to the questionnaire, 50% are studying music. Others identified their continuing musical involvement through teaching, composing, ensemble membership, church music groups, rock and folk bands, and in music technology. With the national shortage of music teachers, this good level of take-up of further music education is a positive indication of the impact of the music education experiences in Hampshire.

The broader benefits of ensemble membership include the place of music as a
life-long interest or career; increased personal confidence; broadened range of friendships; motivation and inspiration. Many survey responses praise the overall provision.

Members suggest that improvement could be made through the provision of
better-quality equipment and instruments, longer rehearsals, and more effective
co-ordination of planned events. The additional investment over the last two years, of over £100,000 a year from the music Standards Fund, has substantially improved the ensemble resources.

3.3.6.3 Financial cost to parents

Evidence from the survey reveals the level of financial commitment that families make in order to support these musical opportunities. The survey of older ensemble members showed that, on average, families pay an average of £465 per year to support each child's ensemble playing. In addition, parents estimated their contribution towards the music education of each member, at an average level of £1077 per annum. The total annual cost per member is, therefore, approximately £1540. This cost includes instrument purchase, music, tuition, travel, and contributions to courses and tours. By comparison, the average contribution by the County Council is £88 per ensemble member per annum.

3.4 Compete

Alternative providers of music tuition, consultancy and advice, and curriculum support are available in the private sector. Hampshire schools are able to purchase these services in order to meet some or all of their needs, using the delegated funding available to them.

However, no alternative provider is able to give the integrated, coherent approach that characterises HMS: one that reflects the aims of the National Curriculum for Music, and which is highly valued by schools and praised by OFSTED. The Music Service is successful only because its services are judged by the vast majority of Hampshire schools to be appropriate to their needs, and to offer value for money.

The delegated funding for music services is not earmarked. Therefore, each governing body is able to determine whether or not to provide any additional music tuition, or whether to allocate the funding to other areas of need. It is known that schools do not always engage music tutors on national teacher pay scales. That is one reason why some schools report that they consider HMS to be a more expensive service than the service that they can provide themselves.

HMS does not hold a monopoly of provision, and schools are introduced to a range of commercially produced material and to providers of resources, through HMS conferences, courses and events. Many regional and national organisations are invited to participate in such events and, subsequently, schools are able to make use of the services of these groups

All HMS music ensembles are optional for pupils. Therefore, music must also compete against many other alternative educational and recreational activities, for the time and commitment of young people. Many alternative out-of-school music-making opportunities exist in schools and in the community.

Schools are able to buy-in the services of other providers, including on the margins of Hampshire from the music services of neighbouring authorities. However, HMS does not see itself as a large-scale provider of services to other areas. The exception is Portsmouth where, since Local Government Reorganisation, many schools have continued to use HMS, through agreement with PCC.

In order to continue to respond to local needs, HMS managers meet regularly with headteachers through the Music Service HRG, and respond to requests from individual schools to discuss further partnerships.

3.5 Sustainability

The issues of funding, recruitment, staff deployment and accommodation needs are four major factors affecting HMS.

The sustainability of HMS as a successful, integrated music service is dependent upon continued successful trading with schools, with the support of pupils and their parents; continued funding provided by the County Council; and continued support through the Standards Fund. The successful expansion of the Service into areas that now provide access for more hard-to-reach groups, is dependent on this funding. Alongside this, in order to maintain the high quality of its provision, HMS needs to recruit good quality staff. Current difficulties in recruitment to the Service mean that not all requests for teaching and other music-making activities are met. The long-term recruitment needs of the Service pose a significant worry, and strategies for addressing this are being considered by managers.

The nature of a visiting music teacher's work involves travelling between a number of schools each day. The limited flexibility of many schools, due to accommodation and
timetabling issues, creates additional journeys for HMS staff. This affects the use of time, budget, and the environment. HMS managers will continue to review and to discuss the timetabling options with individual teachers and schools, in an effort to improve further the travel patterns for staff.

The Service is currently housed in temporary accommodation, following the flooding in Winchester in December 2000. The previous accommodation, in Gordon Road, had been judged to be inadequate, with an increased Health and Safety risk due to the limited space for staff. As a result of these problems, some HMS resources are not currently accessible to music staff in the Service or in schools. The lack of a permanent, suitable focal point with a range of good quality accommodation for HMS was the first issue in verbal feedback to education managers by OFSTED inspectors. The lack of a curriculum-resource centre, music library, music-making spaces etc., leads to inefficiencies in the use of resources, especially where these have been placed in storage. The range of accommodation available to HMS compares poorly with that available to other similar-sized services. Limited storage in a number of premises means that HMS teachers currently store music and equipment in their own homes on a semi-permanent basis. A long-term solution to the accommodation needs of the Music Service will take account of sustainability issues such as environmental factors, energy use, resources and access.

3.5.1 Crime and disorder strategy

The BVRG and the Music Service HRG considered the impact of music on pupils' behaviour, academic achievements and social skills. From these discussions, emerged the overwhelming benefit of musical opportunities and experiences for young people. Headteachers emphasise the accessibility of music by all pupils; their collaboration across age groups; and both the immediate and long-term impact on pupils' behaviour and responsiveness to music.

Through a developing extended-curriculum programme (appendix 3: Strategic Plan, p.19, section 2[iv]) HMS is broadening opportunities in schools and in the community, featuring many more out-of-school music activities, events and festivals. In partnerships with the County Youth Service and, through involvement with Southern Arts and Youth Music in community provision, HMS seeks to provide more local opportunities for engaging young people in active music making.

3.6 e-Government

The Music Service has invested considerably in technology, both office-based and
music-based, and in the development of a web-site prior to, and during, this Review. OFSTED inspectors identified the value and importance of the HMS web-site.

The web-site is very effectively used to communicate with HMS teachers; to provide public access to HMS plans, strategies, and evaluations; to publicise the
music-making opportunities available and to support the planning and resourcing of teaching.

The Service's ICT strategy seeks to enhance the use of technology to improve teaching and learning, by providing resources, equipment and training. HMS teachers, being centrally employed teachers rather than school-based staff, do not have access to the Government's New Opportunities Fund ICT training scheme. Hence the provision of HMS' own strategy, through the use of Standards Fund grants. Subject to continued funding, further work will lead to greater provision and use of a wide range of music technology by HMS teachers.

There are substantial implications in the need to acquire more data on pupils taught by the Service. This can be achieved through a link with the county's IMPULSE database, through a specially commissioned module. Work on the specification for such a module is in hand. The earliest possible date for such a system to be operational is July 2003.

In the longer-term, the development of an electronic register system for the whole Service would further increase the accuracy and efficiency of this process. No specification, nor estimate, is yet available for the provision of such a system.

Office systems in the temporary HMS base will be linked to the county's IT2000 system between December 2001 and January 2002. The greater costs of this
system - provisionally estimated at £20,000 per annum - will have to be borne by the Service. The necessary training and support for all office-based staff is planned into this process.

3.7 Equalities

Equality of access and opportunity are at the heart of HMS' activities. OFSTED inspectors recognised that the Standards Fund grant has been used effectively in expanding provision into areas and communities that had little previous involvement. A breadth of initiatives, including those for pupils with SEN; the gifted and talented pupils; open-access ensembles; area events and festivals, provide music making for as many pupils as possible.

Through the supportive provision of instruments, the expansion of music ensembles and awards, a diversity of musical opportunities is provided. The access to instrumental tuition in schools is governed by schools' own policies. Many schools pass on an element of the cost of this teaching to parents. The Governing Body of each school is responsible for that school's charging and remissions policy. In response to the OFSTED inspector's findings of inconsistencies in the equity and access between schools, HMS has published guidance: Managing Instrumental and Vocal Music (HMS 2001) to all schools. The OFSTED Action Plan sets out the further steps that HMS will take to improve equality of access.

Where teachers or pupils involved in HMS activities have specific needs that are known to the Service, every step is taken to provide appropriate support on an individual basis. The current Music Service accommodation does not have provision for disabled access.

There is a need to gather and monitor a broader range of pupil data, especially in relation to social advantage, ethnicity and SEN.

4 Member input

The BVRG is grateful to Councillor Mrs Allbright, Councillor Mrs Byrom, Councillor Chapman and Mr Connor for their involvement and participation in this Review.

5 Lessons learnt

The Review process was far more demanding, time-consuming and financially costly to the Service than anticipated. The cost of this Review is estimated at over £46,000. This figure represents the estimated cost of staff time in contributing to the Review process, in addition to actual expenditure. The commitment of the Head of Service to leading the Review process meant that insufficient time was left for other areas of management and development. The findings of the OFSTED Inspection of HMS in 2000, and the more recent Diploma Award by the National Music Council in November 2001, present most powerful evidence of the value and impact of the Service. Its success rate in schools is already extensively documented; all of which is substantiated by the additional evidence sought for this Review.

The identification of the four objectives helped in keeping the Review focused, although the processes of data gathering and consultation still exceeded the time planned for these activities. The lack of national comparative data creates additional pressures in the pursuit of such evidence.

The involvement of experienced staff from the Service, and the wide-ranging expertise, experience and knowledge brought by the external, independent consultants was invaluable to the BVRG.

Conclusions

6.1 To ensure that the Service is effectively provided and managed

The effectiveness of the Service is judged from scrutiny of the achievements of, and feedback from, pupils, teachers, and schools. A substantial range of independent assessment by OFSTED inspectors; from the Threshold Assessment process, and by the external consultants on the BVRG provides much additional evidence. However, the continued high level of confidence and value placed in the Service by its users is a key factor in judging the effectiveness of HMS. The Music Service has substantial data to show the effects of its work. As a business unit, it regularly gathers feedback and makes improvements. HMS is a continually improving service.

The very strong support for HMS from schools is shown in the level of SLA sign-up, currently 80% of schools, and the 99% satisfaction level. In addition, all 541 Hampshire schools have access to areas of curriculum provision and guidance, the HMS web-site and to other written guidance, information, projects and events.
Take-up is very high, with at least 99% satisfaction levels overall.

6.1.1 This level of satisfaction is outstandingly high, and remains so year on year. The number of schools signing up to the HMS SLA shows an increase whenever new options are available (see section 3.2.6). This response reflects the effective partnerships that the Service continues to build with schools, and the commitment of all staff within the Service to achieving its aims.

There are other very strong indicators that show the value of the Service to schools. Schools are requesting increased levels of teaching and music consultancy; the level of activity in schools is rising; and more pupils are receiving direct teaching from HMS. As HMS is experiencing difficulty in recruiting teachers, some teaching requests currently cannot be met.

The effectiveness of the Service's support for pupils and schools is shown in the published results for music at Key Stage 3 and at GCSE (see section 3.2.5). The results in Hampshire are above average and show improvement over time.

6.1.2 The OFSTED inspection findings are outstanding (see section 3.2.3). The inspectors concluded that HMS is a very good music service, effectively linked with the LEA's strategies for school improvement. The report validates the decisions made by the Education Committee in 1997 and 1999, to integrate its music services. The integration of the music tuition and curriculum support strands is effective and positive and gives a clear signal to schools that the HMS provides a single continuum of music education. This is matched to the needs of different areas, schools, ensembles and groups of pupils (appendix 1, paragraph 17). The inspectors judge that HMS is very well managed with strong, confident and effective leadership.

6.1.4 The Service is subject to regular financial audit. The summary of the last Auditor's report stated that the Unit has good financial management and that the necessary systems and controls have been established to enable the Music Service to meet the obligations of the Financial Regulation 20. The audit report contains recommendations for implementation in some areas. However, there are no essential action points.

The Service makes effective use of available resources. Since 1999, this has included the Standards Fund grants to protect and to expand provision. OFSTED states that very effective use is being made of this grant. Since the inspection, there has been further contact between HMS and the DfES. The DfES Music Entitlement Sub Group will visit Hampshire in November 2001, to hear more of the HMS vocal and instrumental provision in primary schools. Hampshire was nominated by OFSTED as one of the best music services for a visit by this group.

6.1.5 In June 2001 an external scrutiny of HMS teachers' applications for Threshold Assessment confirmed that all those applying had met the criteria. The assessor reported that HMS had proved to be a model of good practice (appendix 13). Teachers had been very well supported by the preparation and training provided by the Head of Service, and through the established process of Observation and Review.

The evidence from external and internal comparison, and from consultation, shows that HMS is a very effective and well-managed service. A long-established pattern of consultation, evaluation and improvement is fundamental to the work of the Service. It is responsive to client needs, takes full account of local and national initiatives, and involves its staff extensively in these developments and plans. The Strategic Plan (appendix 3) sets out an ambitious range of targets for HMS. In order to achieve these targets, the Service will need to continue to be funded by the Government, by the County Council, and through successful trading with schools. Any reduction in income will mean that the full range of targets will not be met.

6.1.6 During the course of this Review, in 2001, a number of improvements have been made to the Service as a result of its regular programme of review and development. These improvements are summarised below:

· additional investment in professional development of staff. However, even with five professional days per year for teachers, there are too infrequent opportunities for staff to meet together and to share resources and teaching strategies

· a resource allowance, ranging from £60 to £100 per teacher, is available as a contribution to the necessary range of teaching materials that teachers need to have available in lessons

· investment in ICT systems - both office-based and music-based. There is a
long-term need to continue to invest in HMS systems to improve the quality and range of shared information; to improve the use of ICT in lessons; and to make the Service more efficient and effective. The introduction of IT2000 to HMS, in December 2001, will be a further step in improving the systems

· following the very successful introduction of Threshold Assessment in 2000, there is a statutory requirement to introduce the Performance Management for Teachers scheme, in 2001/02. This has high priority in current training plans, and will require substantial further investment in the coming year

· the Service's plan to introduce a Certificate of Assessment scheme linked to the National Qualifications Framework (NQF) has been changed following extensive consultation with teachers and headteachers. A more efficient, more economic and better-integrated scheme of school-based Certificates of Achievement has replaced the original plan. The new scheme is already in place, and it requires no payment or contribution by schools, pupils, or parents

· the Service has prepared and published guidance to all schools to help improve the provision and take-up of instrumental and vocal tuition

· all curriculum plans, guidance, pupil record books and report forms have been revised and republished to take full account of National Curriculum 2000

· a new SLA, commencing April 2002, has been revised to give greater emphasis to schools' responsibilities for the safety and well being of visiting HMS teachers.

6.1.7 Options considered

· No service to be provided. There is no case for HMS to cease providing music services.

· Status quo to be continued. There is no case to support the status quo, without continuing improvement.

· Improvement through investment. There is unanimous support for HMS to continue to provide music services, and to continue the implementation of improvements as set out in its Strategic Plan, in the OFSTED Action Plan, and as highlighted by the Best Value Review.

· Improvement through budget reduction. There is no case to show that reducing the HMS budget would lead to improvements.

· Outsourcing. There is no case to show that outsourcing the Service would lead to improvements.

6.1.8 Recommendation

The Service should continue to be provided by the County Council, with sustained funding from existing sources, and should continue to improve and expand in line with existing service plans.

6.2 To evaluate the benefits of ensemble provision and of the Music Award scheme

As outlined in the Service Specification, HMS manages both the provision of
music ensemble opportunities for pupils and the Hampshire Music Award scheme. Day-to-day management is by senior managers, supported by the administrative team.

6.2.1 Ensemble provision

The HMS ensemble provision consists of 72 ensembles that meet on a weekly or fortnightly basis. Over 2500 members, aged 7 to 19, participate in a wide range of vocal and instrumental ensembles. Many of these groups are organised into area pyramids, with opportunities for players and singers to progress through a range of local ensembles as their musical abilities, experience, and confidence develop. The principle of open access operates across these area ensembles. Pupils are guided towards the ensemble appropriate to their skill level, and also according to the need to achieve a satisfactory balance within the sections of the ensemble.

6.2.2 The area ensembles are complemented by the 12 county ensembles. These exist to provide the highest-quality opportunities for specific ensemble formats, including symphony orchestra, brass band, jazz band and choirs. Entry to these ensembles is by audition.

6.2.3 The quality, value and attainment of Hampshire ensembles is high, reflecting the commitment of all the Music Service staff involved. In order to sustain this quality and to increase the opportunities for instrumental and vocal pupils, additional funding is required. Particular areas for improvement are identified in the HMS Strategic Plan 2000-2004, and in the OFSTED Post-Inspection Action Plan (appendices 3 and 2).

6.2.4 OFSTED inspectors reported that the overall quality of the HMS ensembles is very good. All the ensembles seen were good or better, and the majority very good. The quality of several of the county level ensembles was outstanding (appendix 1). Further evidence of this very high achievement is shown in section 3.2.9.

The OFSTED inspectors verified that the value of ensemble membership is very significant for young players and singers, and is highly valued by them. The musical and social purposes of the ensembles are made clear to pupils, their families and school staff. Young musicians, as well as beginners of all ages, are invited to ensembles within a few months of starting tuition. This is regarded by all involved as an important part of the range of experiences provided by the HMS.

There was praise also for the quality of rehearsals, the musical direction, and the high level of efficiency. Inspectors report that rehearsals are well prepared, with very good use of time, resources and accommodation. Members of the ensembles, at all stages, show very good discipline, and participate with commitment and enthusiasm.

6.2.5 The benefit of ensemble playing as a second regular music-making experience, in addition to the weekly group lesson, helps to consolidate pupils' learning. Pupils gain both musically, working under the guidance of a skilled music teacher, and also in their personal and social skills. The evaluation of the benefits of membership by pupils emphasises both these areas (see section 3.3.6.2). This approach to ensemble provision is judged, by the HRG , to be a very good and balanced approach.

6.2.6 Pupils comment positively on the social and cultural benefits to them, and the ensembles are increasingly important as part of the musical fabric of Hampshire. For example, through the Hampshire Music 2000 project, over 2000 music events were logged across the county. Ensembles frequently perform in local venues and in area events and concerts. The ensembles provide local opportunities of high quality for young people, helping to foster the sense of local community.

6.2.7 In order to promote access and equality of access, a key principle of Hampshire's provision is that there is no charge for membership of the HMS ensembles.

Whilst there is no direct charge for ensemble membership, the contribution of parents, both individually and through the many flourishing parents' and friends' organisations linked to individual groups, is very substantial indeed. The feedback from parents (see section 3.3.6.3) shows the very high level of contribution required by them. The level of parental contribution revealed by this survey far exceeded what was anticipated. These contributions are an essential component in the success of many Hampshire music ensembles and the overall success and effectiveness of the Hampshire ensemble provision is due to this strong element of partnership. There is very strong support amongst parents and schools for the Hampshire contribution to ensembles to be sustained.

6.2.8 There is further impact from Hampshire ensembles too. Most members will also be members of their school or college groups. Many also play and sing with area and voluntary groups, perform for charity and other fund-raising events, and take part in church and community groups. In this way, the Hampshire music ensemble provision has a very extensive hidden impact on the community and society of the county, going far beyond the weekly rehearsals. A key principle of ensemble membership is that school-based events take priority, followed by area commitments and finally by county events. This recognises that a strong, local community link is most essential for any subsequent success.

6.2.9 The Standards Fund grant is also being invested in an expanded range of music groups. Through partnerships with community schools, and through links with external specialist musicians, a range of new ensembles is developing. In this way, HMS is now supporting the provision of opportunities in pop, rock, and world music, including steel pans, samba, Gamelan, and jazz. In some cases, where the provision is organised through an external provider, a charge is made for membership of the group. Following the Best Value Review consultation, specific consideration has been given to the issues of charging. The principle of free access to all ensembles that are solely managed and led by HMS is confirmed.

6.2.10 The ensemble director is the key to the success of each ensemble. The majority of ensemble directors are also HMS teachers. School-based staff and other specialist musicians are also recruited to these roles. OFSTED inspectors commented on the high quality of the ensemble directors. All these members of staff are alert and observant about pupil welfare and safety, as well as the quality of the music making. Their different role in leading a voluntary youth activity is recognised and their approach to this work is singled out for praise by inspectors.

The role of ensemble director is a musically rewarding role for staff, yet it is also very demanding and time-consuming. The planning and organisation of rehearsals; liaison with schools, parents and players; the organisation of music, equipment and other resources; and the planning and preparation for performances all make high demands on the teacher's time. Some recognition of this is given in current time allowances. However, as set out in the HMS plans, more needs to be done to recognise and reward the full contribution of staff to this valuable role. Recruitment of good quality staff to the ensemble director vacancies is becoming increasingly difficult. The creation of more partnerships with schools, so as to complement their own ensemble provision and build more links within local communities, is an important way of bringing equal access to all.

Music Award scheme

6.2.11 Exceptional ability awards

The HMS Award scheme enables exceptionally able young musicians to benefit from 15 hours per year of individual, specialist tuition, at no charge to parents.

6.2.12 OFSTED inspectors visited a sample of music award teaching during the inspection of HMS. In their opinion, the Award scheme provides a first rate opportunity for students with real potential. The teaching was judged to be very challenging and effective, with a high level of attention to small musical and technical detail. The written report expanded on this, commenting that the quality of teaching is very good overall (appendix 1). Advanced players are judged to show very good technical control of the whole instrument or voice, including the extremes of the range. They can perform music of considerable complexity and length that is demanding in both technique and in the musical requirements of phrasing, dynamics and articulation. They perform and practise with considerable independence, commitment and energy.

6.2.13 The Award scheme is thought of very highly by award holders, teachers, and parents (see section 3.3.6.2). To be recognised as an exceptionally able musician was something which students mentioned in terms of raised self-esteem and as an important factor in making application to higher-education establishments. The combined package of an award, county and area ensemble places, and the support of a strong music department in school or college provides an excellent route for any Hampshire musician.

It is the double benefit of being an award holder and a member of one of Hampshire's outstanding county ensembles that makes this provision for the musically-talented student so powerful and successful. About 60% of all award holders play in a county ensemble, many of them holding key positions in these groups.

Whilst award holders make a very significant contribution to the county ensembles, they also gain great benefit from their membership. HMS is very successful in providing suitably challenging opportunities to extend and to develop pupils' experiences, both musical and personal. Evidence of this is given in sections 3.2.9 and 3.3.6.1.

6.2.14 Beyond the direct provision of award lessons, the Service has used this budget effectively for a broader range of activities, benefiting a larger group of pupils. Initiatives, such as the commissioning of a concerto for an award holder and a county ensemble, and the coaching of ensembles by members of nationally renowned groups, are very significant additional opportunities for these pupils.

The standards achieved by music award holders are all the more remarkable as the award supports just 15 hours of teaching per year, a level below that suggested by HMS for instrumental teaching in schools. The suggested minimum of a 30-minute lesson per school-week requires 19.5 hours of tuition per year. The current award provision, nearly 33% below this figure, is identified as an area for improvement.

6.2.15 Since the last review of the award process, in 1998, several improvements have been made. The definition of exceptional ability award was re-designated so as to target the most-able pupils and a new award for primary-aged pupils was introduced. The audition process has been changed to improve efficiency. The audition and selection processes for music awards and for music ensembles are not currently linked, so that some pupils are called to two or more auditions. A further review of these audition and selection processes is recommended.

Primary awards, which were introduced in 1999, give additional support to pupils, aged 10-11, who are making outstanding progress in their group lessons. The scheme, which provides additional teaching time in schools to support these pupils, has been well received by teachers. There is the potential to extend this provision to pupils in other age groups, and this is being actively considered.

6.2.16 The HMS Strategic Plan and the OFSTED Inspection Action Plan set a range of actions and targets for both music ensemble and music award provision. These continue to be the appropriate aspects for improvement. All feedback to HMS indicates that ensemble and award provision is valued, valuable, and of high quality.

6.2.17 Options considered

· No service to be provided. There is no case to support the ceasing of music awards and ensembles.

· Status quo to be continued. There is no case to support the current provision of awards and ensembles, without continuing improvement.

· Improvement through investment. There is unanimous support for the continuing development of awards and ensembles through the implementation of improvements as set out in the Strategic Plan, in the OFSTED Action Plan, and as highlighted by the Best Value Review. There is unanimous support for the Service to review the efficiency of the audition and selection processes. There is unanimous support for continuing the current policy of no direct charges to parents for music awards and ensembles.

· Improvement through budget reduction. There is no case to show that reducing the budget allocation for awards and ensembles would lead to improvements.

· Outsourcing. There is no case to show that outsourcing the provision of music awards and ensembles would lead to improvements.

6.2.18 Recommendation

Music awards and ensembles should continue to be funded by the County Council, and continue to be managed and led by HMS.

6.3 To evaluate the provision of the Service for pupils with special educational needs (SEN)

6.3.1 The data that would identify which pupils, taught by HMS in mainstream schools and in music ensembles, have SEN is not currently available to the Service. The need for HMS to have access to a wide range of pupil data is identified in the current Strategic Plan. Investment in a data system to link HMS with the county's IMPULSE system is planned. Such a link would provide HMS with pupil data to enable a full analysis and evaluation to be carried out. The earliest date for establishing such a link is July 2003. Where HMS teachers and ensemble directors are aware of the SEN of any pupil in their groups, then every support is given to enable the full participation in the activities.

6.3.2 During the period of this Review, the HMS guidance to schools, on managing the provision of instrumental and vocal music, has been revised and republished. Managing Instrumental and Vocal Music (HMS 2001) gives guidance on ensuring equality of access, equality of opportunity, and on recruitment to instrumental teaching. Through such guidance, and through the day-to-day work of HMS teachers, the Service seeks to influence more strongly the process of selection and recruitment of pupils to instrumental and vocal teaching in schools.

6.3.3 The provision for pupils with SEN in special schools is a major focus for the Service. Through its Especially Music initiative, HMS has established music events, projects and workshops for pupils; resources, training, and support for teachers; and courses and conferences on music curriculum issues for special schools. Access to these courses and conferences is open to teachers in mainstream schools, and HMS teachers. The DfES Standards Fund grant is used to provide music workshops to all special schools (see section 3.3.5).

6.3.4 The number of special-school pupils involved in the events organised by HMS is increasing annually (see section 3.3.5). The courses and conferences are well subscribed and receive very good evaluation from delegates. During the period of this Review, in 2001, extensive consultation between HMS and teachers and headteachers in special schools has led to an amendment to the SLA. Schools had requested that a wider range of options for curriculum support in schools, and more events for pupils, should be provided. As a result of this negotiated improvement, there is a 43% increase in the number of special schools subscribing to the Service.

6.3.5 The range of opportunities provided by HMS is very comprehensive when compared with other music services (see section 3.2.8.4). The provision is increasingly well supported by schools, and the Especially Music initiative has a national reputation for its value and significance.

The recent additions to this provision: Soundbeam and music technology support; the Special Schools' Event; music workshops and area festivals; and instrument loan facilities are all provided in direct response to discussions with special school representatives. All are valued highly.

6.3.6 OFSTED inspectors scrutinised and evaluated the targeted support for special schools and reported that it is very good.

Taken together, the very good feedback from OFSTED; the increased uptake of the Service by special schools; the very favourable comparison of HMS provision with that of other services; and the increased involvement of pupils in music-making events show that HMS provides well for these pupils.

Liaison between HMS and staff in special schools is very effective.

6.3.7 Options considered

· No service to be provided. There is no case to support the ceasing of music service provision for pupils with SEN.

· Status quo to be continued. There is no case to support the current provision of music for pupils with SEN, without continuing improvement.

· Improvement through investment. There is unanimous support for the continuing development of music provision for pupils with SEN by HMS, with improvements as set out in its Strategic Plan, in the OFSTED Action Plan, and as highlighted by the Best Value Review.

· Improvement through budget reduction. There is no case to show that reducing the HMS budget would lead to improvements in music provision for pupils with SEN.

· Outsourcing. There is no case to show that outsourcing the current HMS provision for pupils with SEN would lead to improvements.

6.3.8 Recommendation

The provision for pupils with SEN should continue to be provided by the Service.

6.3 To identify priorities for future Standards Fund expenditure

6.4.1 In April 1999, the government introduced Standards Fund grants for music with the twin purposes of protecting and expanding LEA music services.

The initial priorities for investment in music in Hampshire were determined through discussion and consultation. They were considered and agreed by the Education Committee on 23 March 1999 (appendix 12). Subsequently these priorities were expanded to form the HMS Strategic Plan 2000-2004.

In each of the first two years of the grant: 1999/2000 and 2000/2001, the process involved a written bid. The grant for the year 2001/2002 is based on the previous year's grant. In each of these first three years, an element of LEA matched funding has been required. In 2001/2002 the matched funding component is £203,000.

For 2002/2003, the grant level increases to 100%, with no requirement for a
LEA-matched funding component. However, there is no inflation element within the Standards Fund grants. The current DfES commitment to supporting music services is set out to March 2004 only.

Guidelines for expenditure in 2002/2003 indicate that the allocation may be spent in any way, which enhances the opportunities for pupils to access musical education of high quality.

6.4.2 The priorities for the current allocation of the Standards Fund grant in Hampshire are as follows:

· increasing access to instrumental teaching

· provision of teaching to support disadvantaged pupils and pupils learning minority instruments

· purchase and maintenance of instruments and music

· development of singing in schools

· development of recorder playing in schools

· supporting a broader range of musical activities for pupils, including jazz, rock, samba, Gamelan and steel pans

· enhancing ensemble provision

· investments to enhance teaching, management and support systems

· curriculum support to primary, special and secondary schools

· development of music technology, and the HMS web-site.

6.4.3 Collectively, these priorities focus on improving the quality of the services to pupils, schools and the community of Hampshire; improving access; and increasing the equality of access. Partnerships with schools, and with providers and organisations both internal and external to the County Council, form an important element in the development and sustainability of a number of these initiatives. These partnerships are vital to the further development of musical opportunities, and are an important area for future investment.

6.4.4 The OFSTED inspection report on HMS states that the Standards Fund grants for protecting and expanding music service provision are being used very effectively. The evaluation of the recent additions to the Service is that they are having a significant, positive impact on the music curriculum in schools, as well as providing a wider range of traditions and ensembles within the Service's activities.

A high level of initial investment has already been made in the areas of expansion. There is considerable benefit in continuing a long-term commitment in these areas.

6.4.5 The Review recommends that the existing successful priorities and initiatives are continued as the priorities for future Standards Fund expenditure until at least 2004.

This will allow consolidation of these areas of development; enable HMS to retain high-quality staff, and sustain the wide range of local initiatives.

6.4.6 It is also recommended that the future accommodation of HMS should make full provision for the efficient access and use of the Service's resources. All schools would benefit from the creation of a music curriculum resource centre, where the Service's existing resources would be brought together as a regional centre for supporting music education. The Service will also benefit from the housing of its resources, including substantial musical instruments such as the Hampshire Gamelan, in a single music centre that integrates management, administration and musical activity. The use of Standards Fund to enhance such music-making facilities is supported.

6.4.7 The HMS web-site is an efficient channel of communication between HMS and teachers, schools, pupils, parents and the community. The OFSTED report confirms that it allows HMS to communicate well with schools, and enables the Service to demonstrate the variety of its provision within an integrated, overarching framework. Further investment in the web-site and in ICT systems, including data systems, is an essential element for future expenditure.

6.4.8 Options considered

· No take up of Standards Fund grant for music. There is no case for Hampshire not to take up its full Standards Fund allocation. There is no case for this grant not to be allocated to HMS.

· Priorities for the Standards Fund grant for music. There is unanimous support for sustaining the current HMS priorities for Standards Fund expenditure in order to support full implementation of the Strategic Plan and the OFSTED Action Plan.

· Outsourcing. There is no case to show that outsourcing of music provision funded by the Standards Fund would lead to improvements.

6.4.9 Recommendation

The existing priorities for Standards Fund expenditure should be sustained.

6.4 Music Service accommodation

The BVRG considered the issue of HMS accommodation (see sections 3.5 and 6.4.6). The current, temporary accommodation will be the base for HMS whilst
good-quality alternative accommodation is found.

6.5.1 Options considered

· Status quo to be continued. Sustained improvements in music service provision cannot be achieved without fully addressing the HMS accommodation needs.

· Improvements through investment. There is unanimous support for the provision of appropriate, good-quality, music centre accommodation for HMS, in order to sustain the quality, coherence and improvements in the Service and in music for the pupils, schools and community of Hampshire.

6.5.2 Recommendation

The accommodation facilities for HMS should be improved. A working group should be established to consider and to make recommendations on the future accommodation provision for the HMS.

6 Summary of recommendations

· The Service should continue to be provided by the County Council, and should continue to improve and expand in line with existing service plans.

· Music awards and ensembles should continue to be funded by the County Council, and continue to be managed and led by HMS.

· The provision for pupils with SEN should continue to be provided by the Service.

· The existing priorities for Standards Fund expenditure should be sustained.

8 Areas for improvement

· Improve the Service through the implementation of the existing HMS Strategic Plan and the OFSTED Action Plan.

· Improve the accommodation facilities for HMS.

· Improve the efficiency of the audition and selection process for Hampshire Music Awards and Ensembles.

Section 100D - Local Government Act 1972 - background papers

The following documents disclose facts or matters on which this report, or an important part of it, is based and has been relied upon to a material extent in the preparation of this report.

Records of the HMS BVRG meetings and working papers of the Best Value Review, held by the BVRG leader.

Appendices

1. HMS OFSTED report

2. OFSTED summary together with HMS Action Plan

3. HMS Strategic Plan

4. Summary of ASRQ responses 1998

5. Summary of ASRQ responses 1999

6. Summary of ASRQ responses 2000

7. Summary of ASRQ responses 2001 - together with copy of the questionnaire

8. Copy of questionnaire and summary of responses re. ensemble members and
award holders

9. Copy of questionnaire and responses from community choir members

10. Education Committee paper re HMS: 1996

11. Education Committee paper re HMS: 1997

12. Education Committee paper re HMS: 1999

13. Threshold Assessors' feedback

14. Copy of the original Project Brief

15. Copy of the SLA 2002-2005

Glossary of terms

ASRQ	Annual Service Review Questionnaire	HRG	Headteachers' Review Group
BSO	Bournemouth Symphony Orchestra	ICT	Information and communication technology
BVRG	Best Value Review Group	LEA	Local education authority
CoR	Council of Reference	NQF	National Qualifications Framework
DfES	Department for Education and Skills	OFSTED	Office for Standards in Education
fte	full-time equivalent	PCC	Portsmouth City Council
FMS	Federation of Music Services	PMCP	Primary Music Curriculum Project
GCSE	General Certificate of Secondary Education	QCA	Qualifications and Assessment Authority
HCYB	Hampshire County Youth Band	SCC	Southampton City Council
HCYO	Hampshire County Youth Orchestra	SEN	Special educational needs
HIAS	Hampshire Inspection and Advisory Service	SLA	Service Level Agreement
HMS	Hampshire Music Service	SMT	Senior Management Team