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We have come a long way. Despite the intense competition for
curriculum time, a school in Solihull can sum up its approach
to music in these terms:
“Music is considered by the staff to be as important
to the students we teach as the food we eat. It is a corporate
expression of our love and concern for each other and binds us
together as a school community”
Lest it be thought we are excessively romantic in our approach
to music education, here is an antidote from a Hertfordshire
pupil’s feedback to a primary school string initiative:
“Playing the violin helps me to get into my
bunk bed by strengthening my arms”
The good news of the last two years was no accident: we report
another record number of submissions – 45 this time; and
overall commitment, range of musics covered and volume of activity
continues to grow. More and more services are concentrating on
key stage 2 provision. We applaud that and look forward to more
attention being paid to the top of key stage 2. While this is
not always easy, we like to see more whole-class provision. And
use of wider opportunities’ resources is not always as
imaginative as it might be. But these are not serious criticisms.
It is quite a humbling experience to see and read about what
is being achieved by music services, teachers, tutors, advisers
and, for those of us fortunate enough to hear them, the pupils
and students whose engagement with music has become musical!

We make no apology for yet another acknowledgement of our indebtedness
to the DfES and the Welsh Assembly for their absolutely vital
specific grants to LEAs for music education. Whilst it is not
yet universal, this musical renaissance, and we use the term
advisedly, could not have happened without that support.
The first part of our report is devoted to those submissions
that, while not this year receiving an award, do nonetheless
qualify for an honourable mention for what they have achieved
in the year and for the promise, in some of them, of even bigger
and better things next year!
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