PC: Could you describe your role at Birmingham's Services For Education, and how you came to specialise in WCIT and SEND?
HB: I am Head of Whole Class Instrumental Teaching, and came into this role in September 2019. I oversee 180 schools and 80 teachers, and have been teaching WCIT since 2008, when I joined the city's music service. The concept of teaching 30 pupils at the same time was completely new to me, but I soon came to see how this opportunity aligned with my belief in music for every child – that we could reach children who would otherwise not have the chance to learn an instrument. Inclusion, equity and equality lie at the very heart of this provision.
In 2018 I accepted a place on the Music and Children with Special Needs: Sounds of Intent PgCert course, run by the University of Roehampton. This course completely changed my approach to teaching, and now informs much of my training and mentoring. In mainstream schools, WCIT entails working with a number of children presenting with diagnosed or undiagnosed additional needs. It is important that, as teachers, we can identify these children and support them in the best way possible.
PC: Is there a difference in meaning between WCIT and WCET?
HB: Whole-class instrumental music provision goes by different names across the country. These include WCIT, WCET (Whole Class Ensemble Teaching), First Access, WCIVT and LMTPAI. The common factor is that the lesson includes practical and theoretical teaching. The pupil learns to play an instrument while developing the skills of a musician. There will be differences in the length of the project, how continuity is supported, and in the opportunity for pupil progression.
PC: From your experience, how does WCIT relate to the school curriculum? How should it relate?
HB: Our delivery of WCIT in Birmingham mostly sits in Year 4, with a few exceptions. When I meet with school leaders or music leads, it is important for me to know where the provision sits within the overall music curriculum of the school. We want to know that it is, hopefully, dovetailing with Key Stage 1 music teaching and will lead children on to the school's upper Key Stage 2 music curriculum. Our lessons are holistic in nature, and deliver all components of the National Curriculum, from singing, appraising and composing to improvisation and performance. We encourage the class teacher to learn alongside their pupils, as the progress the class makes is noticeable where this happens. Our offer includes three performances during the academic year.
PC: How does the SFE programme support progression?
HB: SFE offers a three-year programme: whole class in the initial year, with the opportunity for pupils to elect to continue in Year 5 and then Year 6. It is important to us that this is an elected choice, not a selective process. This retains the underlying commitment to music for all, equality, and equity in our offer. Some schools will continue to fund this; others may pass a small charge to parents.
PC: How have you been able to provide for pupils with additional needs?
HB: SFE has a Head of Inclusion, and a small department of trained SEN music teachers. Our renewal documents require the details of SEN coordinators, so that I can liaise directly with them where conversations would be useful to support a pupil.
We also work closely with The OHMI Trust to source adapted instruments for pupils with a physical impairment, and assess pupils with ‘hidden’ disabilities. The training that we have rolled out for staff has included information on hidden disabilities, trauma-informed practice, and behaviour management.
PC: Across the whole class, how do teachers support students showing particular promise and drive? How are they kept motivated?
HB: This is where the elective programme offers crucial and ongoing support for pupils who have flourished during the initial year. Elective pupils have access to our school-based and central ensembles, and to assessments such as Music Medals and graded music exams.
PC: What advice would you give to teachers wishing to start a whole-class instrumental music programme?
HB: Be clear about where your programme sits within the National Curriculum and the NPME. How is it going to offer and support equitable opportunity for your pupils, and how will it support the music provision within the school? Equip your teachers with the necessary skills in terms of behaviour management, inclusive practices, using resources, and how to reach every child through some or, hopefully, all elements of the lesson.
