Values and Ethics

Our Commitment

The music service is committed to providing high-quality music provision for Staffordshire schools and families.  The team are committed professional music education leaders and the approach to teaching and learning displays the following key principles:

All practitioners are aware of the latest Safeguarding and Health & Safety policies and guidelines.

Inclusive

Being inclusive is a key priority throughout the thinking, language, training, delivery, professional development, and reporting.  Teachers are aware that ‘Youth Voice’ and ‘Child-Centred Delivery’ are essential in all planning, delivery, and assessment.

Teachers build a positive rapport with pupils, using appropriate language which promotes equality and diversity, taking steps to meet the needs of individuals.  Teachers challenge discrimination, harassment, and victimisation.

Team members work to remove disadvantage by offering bespoke solutions, tailored learning styles and flexibility, enabling targeted support that reaches those most in need.  Working with partners to signpost additional support and enable access for all is key to this success.

Musical

Teachers are inspiring, providing truly musical experiences for learners.  Music is a practical subject, whether it be actively playing or singing, composing, or listening and, as such, music-making is at the heart of all learning.

It is fundamental in child-centred learning that pupils are equipped with the tools they need to achieve the highest standards, develop independently, and enjoy their musical learning.

Learning is planned to inspire young people, drawing on a range of resources, exploring new teaching styles (including digital), and maintaining a practical approach to learning wherever possible.

Activities should stretch and challenge, exploring new musical experiences at every opportunity.  Pupils make the best progress and achieve high musical and educational standards.  Teachers exhibit cutting edge expertise in a flexible, responsive, inclusive and musical way.

Professional

Every practitioner is fully aware of the latest Safeguarding and Health & Safety policies and guidelines.  High standards are displayed consistently in everything we do.

Teachers have high expectations of their pupils in lessons and foster a commitment to learning.  We develop excellent routines (including for practice and technical excellence), use appropriate assessment tools to inform progress and future planning and regularly adapt teaching to pupil need.

Professional relationships are established with pupils, parents, schools, teaching colleagues and education partners.  Teachers meet deadlines and take ownership of professional development, striving to improve, all the time.

Teachers continually grow their experience across a range of settings, with digital provision, and across different styles and genres of music, with varying sizes and needs of pupil groupings.

Proactive

Teachers actively seek opportunities and innovations for deeper learning and further musical development for young people.

Sessions are well-prepared with resources allocated appropriately so pupils can learn without disruption.

Assessment is used regularly to track progress and inform all future learning.

Reflective

Teachers embrace change, innovation, and self-improvement.  Young people learn how to work independently, with guidance and are encouraged to reflect on what they have done and seek ways to improve.

Teachers evaluate and adapt, celebrate what has gone well, share good practice with colleagues, are willing to learn from mistakes and make changes to improve delivery.

Teachers regularly review their delivery to provide learning that is relevant, changing and transforming when required.

Teachers have an active interest in professional development and plan how to develop their skills and knowledge over time.

75 Years of Music Education