Proceedings of the 26th International Seminar of the ISME Commission on Research, London 18-22 July 2016
Abstract
The paper reports the outcomes of a national survey of music in special schools in
England that was conducted in the summer of 2015. The survey sought to uncover
the current state of affairs in the sector, whilst also allowing a comparison to be
made with the findings of a related study undertaken at the end of the last century.
The survey outcomes also provide contextual data to inform the design of a current
wider national initiative to improve the overall effectiveness of music education in
the UK for all children (the inspire-music project). In total, fifty-seven special schools
responded to the on-line survey. Findings suggest that music is taught at least
weekly to 95% of children aged 2–13 years (noting that 5–13 are the statutory ages
for music in mainstream schools), with slightly smaller proportions for 14–16 yearolds
(83%), an age group for whom music becomes an optional subject in
mainstream schools, and less for the oldest age group (66% of 16–19 year-olds).
Eighty per cent of schools reported that they employed a specialist music teacher,
which appears to be a much higher proportion of musically qualified staffing than
almost two decades earlier. Where schools have a formal music curriculum, over half
(59%) report that this is specially designed and adapted from existing models, such
as the new Sounds of Intent framework. Music was also reported to be a common
element in other lessons by 3:4 schools, and common at lunchtimes/break times
(2:3). Regular and systematic input from outside music agencies was reported to be
relatively common (3:4 schools). Four-fifths of schools had a dedicated music room, and music technology use was commonplace. Music therapy was reported to be
available in 1:3 schools, a similar proportion to 1999–2000, but for relatively double
the numbers of children (11%, compared to 5% earlier). In addition, virtually all
schools (96%) reported children with a particular interest in music and almost all
schools felt that music was important. The detailed data imply a clear positive shift
since the late 1990s, with more musically qualified staffing, a broader range of
resources for the music curriculum, more external organisations available to support
music, increased use of music technology and improved music therapy provision.
Nevertheless, given the small number of schools responding to the survey compared
to those in total within the special schools sector, it is not yet possible to confirm
that all children have access to an effective music education