Quality mark criteria

Criteria for the Music Quality Mark and information about suitable evidence.

Support for Pupils

  • Providing appropriate opportunities for all pupils, including those with special needs and those who are gifted musically;
  • Having a strong representation of both boys and girls, and a take-up of music activities reflecting the social and ethnic diversity of the school;
  • Maintaining a school-based record of pupils accessing instrumental teaching, with take-up and retention falling at least in line with the national outcomes of 13% at KS2, 8% at KS3;
  • Analysing and acting upon any findings from attendance records at instrumental/vocal lessons;
  • Addressing any weaknesses in provision if the quality of any teaching is judged to be less than good;
  • Providing suitable accommodation, within the limitations of the school building and site, and providing safe storage for instruments;
  • Informing parents and pupils about the opportunities available to them for learning to play an instrument and sing, and about the range of Music Partnership subsidies available, ensuring that no child is excluded because of cost.

Working in partnership

  • Supporting the Music Partnership's monitoring of accredited and non-accredited instrumental/vocal teachers;
  • Liaising regularly with the Music Partnership and the Area Leader for Instrumental Music Development;
  • Liaising closely with partner schools in order to ensure smooth transition for pupils who are learning instruments;
  • Ensuring that instrumental teachers are made aware of the music curriculum within the school and understand how their work contributes to this;
  • Ensuring pupils' musical progress is shared with parents through written reports from their instrumental teacher which are also acknowledged in school (other than whole-class instrumental teaching);
  • Working with instrumental teachers to provide a range of performance opportunities for pupils receiving instrumental/vocal tuition, both in school and at external events.

Celebrating success

  • Inviting parents and the wider community to attend performances where the work of instrumental teachers and their pupils is showcased;
  • Actively promoting the involvement of pupils in local satellite and music centres;
  • Encouraging pupils to take up opportunities to perform outside school in local concerts, festivals etc;
  • Taking up opportunities offered by the Music Partnership for pupils to participate in events such as City & County music courses, project choirs, Live Performances etc.

Evidence to support your application

Schools should normally have to hand most of the evidence required to support the application. It should not be necessary to prepare new documentation for the assessment visit. In demonstrating your commitment to instrumental teaching and singing, you may wish to share evidence from some, or all, of the following:

  • Your school's music policy;
  • Your school brochure;
  • A governors' statement on music provision;
  • Relevant sections from your staff handbook;
  • Examples of how school information is shared with instrumental teachers;
  • Examples of what support is offered to pupils (e.g. space is made available for pupils to practise, listening to their playing to show an interest);
  • Opportunities provided for ensembles in school;
  • Examples of how links are fostered between the curriculum in school and instrumental tuition;
  • Examples of your support for transition (primary/secondary);
  • Examples of your encouragement for instrumental pupils to participate in extra- curricular groups, including area music centre and City & County activities;
  • Examples of your school's support for the Wider Opportunities and Sing Up initiatives and Music Partnership projects.