DOCSLIB.ORG

Executive Principal of Hardwicke Parochial and Clearwater C of E

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Executive Principal of Hardwicke Parochial and Clearwater C of E Application Pack for: Executive Principal of Hardwicke Parochial and Clearwater C of E Primary Academies MESSAGE FROM THE CHIEF EXECUTIVE Thank you for your interest in the post of Executive Principal; I am sure that you will find we have much to offer you. Originally established in 2012 as one of the first Diocesan Multi-Academy Trusts, The Diocese of Gloucester Academies Trust (DGAT) is now recognised as a successful and growing MAT. There are currently ten schools within the Trust, including nine church schools and one community school; we anticipate this number will to rise to thirteen by September. Nine of the ten schools within the Trust have now been rated as at least ‘good’ by Ofsted. Our family of schools work in close collaboration with each other to share good practice and develop innovative approaches to teaching and curriculum development. Whilst close working has led to Trust academies undertaking Achievement for All accreditation and adopting enquiry-based approaches to learning, each academy retains its distinctive characteristics, driven by the needs of the local community it serves. Whilst some of our academies are developing an international curriculum, others focus on the outdoor environment or approaches to formative assessment; it is the breadth and diversity of our schools, and the willingness to share learning, which is a unique feature of the Trust. This post offers an exceptional opportunity for an outstanding school leader to work across two Trust academies: one a long-established and oversubscribed church school in the village of Hardwicke and the other a brand new school, scheduled to open in September 2017, serving the community in Quedgeley. When the new buildings are complete, the two schools will be less than two miles apart. In the first instance, all pupils will be educated on the Hardwicke site, providing an exciting opportunity from the outset to explore a shared vision for educational excellence within the locality. The new Executive Principal will be an inspiring school leader who can build on existing good practice, command the confidence and trust of families enrolling in the new school and move both academies forward in further championing the mission of the Trust: to ensure that every pupil enjoys human flourishing. I look forward to hearing from you. Chief Executive THE VISION OF THE DIOCESE OF GLOUCESTER ACADEMIES TRUST The vision of the Diocese of Gloucester Academies Trust (DGAT) is to provide children of all faiths and none, with excellent educational provision “[Primrose Hill] has which transforms lives within a caring and supportive Christian ethos. received effective support from the In all our academies we seek to provide a complete and fully-inclusive academy trust, education which: particularly for leadership and teaching. * enables human flourishing by encouraging pupils’ and adults’ Senior and middle gifts and talents; leaders commented that nurtures developing relationships * the social, moral, spiritual and cultural development of the academy community, as well as maximising the progress, with other schools achievement and attainment of every child; through the Diocese of Gloucester Academies * celebrates the intrinsic value of every person, made in the Trust has helped them image of God. to improve teaching and raise expectations.” The Christian ethos of the Trust underpins all that we do. In order to deliver our vision we endeavour to ensure: OFSTED REPORT FOR PRIMROSE HILL CHURCH * high expectations and a shared vision of excellence which is OF ENGLAND PRIMARY acted upon by all ACADEMY, OCTOBER 2016 * at least good or outstanding teaching across the Trust * an inclusive culture in which all pupils can achieve, relative to their ability * a collaborative culture of shared accountability * staff are empowered to make significant contributions to their academy and the wider Trust * robust self-evaluation drives policy and priorities * effective partnerships with parents and carers, and the wider community within and beyond Gloucestershire * effective stewardship of resource. BENEFITS OF LEADING A DGAT ACADEMY the use of Teaching Assistants to support learning. No school is an island * Several Trust academies have also shared their Good practice is shared * good practice with a wider audience. For example, Opportunities to lead Trust-wide initiatives * Minchinhampton C of E Primary Academy has also led Professional support and challenge from an * a one year long research project which looks at how academy development partner formative assessment can support children’s learning. * Regular facilitated discussion and dialogue with other academy leaders With high expectations the norm, we have facilitated a number of professional development opportunities * Trust-wide professional development opportunities, driven by the needs of schools for staff based on the collective needs of academies. This has included a six day ‘good to outstanding’ * Comprehensive support for all business, finance and estate management functions teaching programme, training and support for teaching assistants and an annual conference for all academies. Trust academies work together to build capacity, Each academy receives at least three visits per year support the professional development of staff and from an academy development partner to monitor ensure that each academy remains a vibrant and performance and engage in professional dialogue and dynamic place where everyone can flourish. We challenge. want our academies to remain places of learning, not just for pupils, but for staff and governors too. In order to ensure that each academy remains free to focus on what schools do best, the education In adopting a collaborative approach, we have of children, we undertake a range of financial developed flexible models of working which fully and business activities for our academies, from utilise the expertise which exists within our schools. compilation of statutory accounts, to VAT and All DGAT academies play an active role in sharing best pension returns. In 2016, we secured a total of practice and learning from one another. Currently, £612,043 of funding from central government to we run three forums, meeting up to six times a year: improve the conditions of our buildings at five the Principals’ Forum, the Chairs of Local Governing academies, including Hardwicke. Body Forum and the Business Managers’ Forum. “The Diocese of Gloucester Academies In addition, teachers and senior leaders have Trust provide an Academy Development participated in a range of peer reviews to share Partner who gives good support to the best practice, ensuring there is mutual accountability academy. There has been some effective across the Trust. To date, staff and governors support, specifically in identifying have worked together to review the leadership of underachievement of pupils and maths, the use of funding to support pupil premium, identifying area for school development.” effective governance, safeguarding procedures and (OFSTED REPORT FOR DURSLEY CHURCH OF ENGLAND PRIMARY ACADEMY, MARCH 2015 THE LOCALITY OF HARDWICKE AND QUEDGELEY Hardwicke lies on the A38, 4 miles south-west of Gloucester City, close to the River Severn and within close proximity to Junction 12 of the M5 motorway. Clearwater Church of The village serves a community of approximately England Primary Academy 4,000 people and is located in the Benefice of Hardwicke, Elmore and Longney. Hardwicke Parochial Primary Academy is one of two DGAT academies in the Benefice, the other being a 100 pupil primary S e academy in the village of Longney. Hardwicke is served v e r n v by St Nicholas’ Church. Despite its proximity to a e l n e La l D o ho r c i S v Gloucester, Hardwicke is actually located within e Stroud District Council. e l Lan Since the 1970s, suburban developments to the Schoo North East side of Hardwicke Parish have led to the ne l La oo ch establishment of Quedgeley, which serves a growing S F i e l population of more than 17,000 people. The civil parish d C o u of Quedgeley was transferred to Gloucester district in r t D r i v 1991 and is the only civil parish within the city. The day to e day amenities in Quedgeley and neighbouring Kingsway have grown over the years and are served by two main shopping centres. The Severn Vale shopping centre is home to a large Tesco supermarket and a variety of adjoining stores, including a post office and library. e iv Quedgeley has five schools, of which one, Fieldcourt r D e n r C of E Infant Academy, is a member of the Trust. u o b t s e All local schools have been judged as at least ‘good’ by W Ofsted. There is one main feeder secondary school: Severn Vale School (an academy). The new Clearwater Church of England Primary Academy is located in the parish of Quedgeley and Kingsway and is served by Hardwicke Parochial St James’ Church. Primary Academy CLEARWATER CHURCH OF ENGLAND PRIMARY ACADEMY: A BRAND NEW OPPORTUNITY Why a new Free-School in Quedgeley? Transitional Arrangements for Clearwater The bid for a new free school has been approved Church of England Academy because of an increase in basic need for school The new academy is a 4 - 11 co-educational Church provision alongside the development of new housing of England academy accommodating 420 pupils when in the area. With neighbouring schools performing full. In the first year of opening, the new academy well, the need for the new school is based on a will admit pupils to the Reception Class and Year 1. marked rise in demand in the area, as opposed to We anticipate that the academy will be at full concerns over the standard and quality of provision capacity within six years. The academy will include locally. Gloucestershire County Council has reviewed on-site nursery provision for children from the age and analysed pupil numbers and projections for the of two.
Load more

Recommended publications
  • Appendix 2 Artificial Grass Pitch Strategy
    Gloucester Playing Pitch Strategy Artificial Grass Pitch Update January 2019 Introduction 1.1 This update to the Artificial Grass Pitch Strategy (AGPS) has been prepared by the Playing Pitch Strategy Delivery Group (PPSDG). The PPSDG was put in place following the adoption of the Playing Pitch Strategy (PPS) by the Council and has core representation from the following: Gloucester City Council (GCC) Sport England (SE) Active Gloucestershire (AG) Aspire Sports and Cultural Trust (ASCT) Football Association (FA) Rugby Football Union (RFU) England and Wales Cricket Board (ECB) England Hockey (EH) Lawn Tennis Association (LTA) Need for an update 1.2 An ‘Interim Review’ of the PPS was completed in September 2017 and endorsed by the Council shortly after. The review concluded that at that time, the needs for artificial surfaces in the city were as set out in the PPS, but the level of activity indicated it would likely be necessary an update is required within 12 months. 1.3 Discussions with the PPSDG in March 2018 concluded a review was necessary. This is because of the following reasons: Increasing interest from various parties in new artificial surfaces to provide for different needs; Evidence from use at the new 3G surfaces at Oxstalls Sports Park that indicate there is a need for additional facilities; and Initiatives from the sports governing bodies that could create additional need. 1.4 Cricket clubs do not play or train on artificial pitch surfaces and their needs are not therefore factored into this assessment. Playing Pitch Strategy position 1.5 The adopted PPS (2016) calculated there was a need for the following artificial sports surfaces in the city: 3 x full-sized 3G surfaces (all football compliant, 1 x ‘world rugby’ compliant); and 3 x full-sized sand-based surfaces (suitable for hockey play) with floodlighting.
    [Show full text]
  • Secondary School and Academy Admissions
    Secondary School and Academy Admissions INFORMATION BOOKLET 2021/2022 For children born between 1st September 2009 and 31st August 2010 Page 1 Schools Information Admission number and previous applications This is the total number of pupils that the school can admit into Year 7. We have also included the total number of pupils in the school so you can gauge its size. You’ll see how oversubscribed a school is by how many parents had named a school as one of their five preferences on their application form and how many of these had placed it as their first preference. Catchment area Some comprehensive schools have a catchment area consisting of parishes, district or county boundaries. Some schools will give priority for admission to those children living within their catchment area. If you live in Gloucestershire and are over 3 miles from your child’s catchment school they may be entitled to school transport provided by the Local Authority. Oversubscription criteria If a school receives more preferences than places available, the admission authority will place all children in the order in which they could be considered for a place. This will strictly follow the priority order of their oversubscription criteria. Please follow the below link to find the statistics for how many pupils were allocated under the admissions criteria for each school - https://www.gloucestershire.gov.uk/education-and-learning/school-admissions-scheme-criteria- and-protocol/allocation-day-statistics-for-gloucestershire-schools/. We can’t guarantee your child will be offered one of their preferred schools, but they will have a stronger chance if they meet higher priorities in the criteria.
    [Show full text]
  • Parent Newsletter Feb 2020, Issue 85
    Empowering all to achieve Empowering all to achieve February 2020, Issue 85 Newsletter A Message from the Headteacher I am writing this piece as term 3 draws to a close. For our Year 11 students their mock exams are complete. This is a very intense period of exams, far more so than during the real exam season in the summer. The students’ attitude, application and conduct has been first class. Obviously, it is too early to know results, but the effort and application seen should see many students perform well. The mock exams will have given the students a valuable learning experience and in many ways mark the beginning of the final run-in to the summer exams. This year’s Year 11 have benefitted from excellent guidance on how to prepare for their exams including direct instruction on what the latest research tells us about how to revise and prepare for exams. They are also benefitting from the introduction of “Prep” which sees all Key Stage 4 students beginning each day with 30 minutes quality study time. Year 9 have started the GCSE Options Process with a newly introduced set of taster sessions in all of the “new” subjects offered. This will continue after half-term and will provide the students with an invaluable insight to these subjects which in turn will help them make more informed choices. There has been lots of talk about increased levels of funding for schools by the new Government. As yet, this talk has not manifested itself into any additional funding seen by the school.
    [Show full text]
  • Outreach Residential Activities
    Outreach Residential Activities 2017/18 2017/18 RESIDENTIAL ACTIVITY REPORT: 16 DECEMBER 2018 University of Gloucestershire Widening Participation and Outreach - Data & Evaluation Officer, Partnerships Manager 1 Residential Report Outreach and Widening Participation Team, University of Gloucestershire Each year, the Outreach team organises and delivers two separate Residential Events for Year 10 and Year 12 students with the intention of providing an intensive experience on a university campus. The residential activities aim to build higher education (HE) knowledge to enable young people to make an informed decision about their future. Students are provided with an opportunity to learn more about the subjects that are available and the processes required to apply for HE. It is hoped that students will increase their self-confidence in their ability to attend higher education and develop a sense of belonging at university, as well as reduce barriers to participate in higher education. Both residentials take place over a four day period, with the first day allowing time and space for students to settle in and socialise with each other and the summer school staff. Student Ambassadors live residentially for the duration of each summer school, supporting the running of the events and providing their own insights into university life and their routes to higher education. Students who attend the Year 10 residential take part in a wider range of academic taster sessions while Year 12 students choose a subject strand to follow. This is so that they can try a range of courses within an Academic School to provide more insight into which course they might choose to study in the future.
    [Show full text]
  • Annual Review 2016-2017
    Annual Review 2016-2017 - Learning that works Contents 1.0 Introduction ........................................................................................................................................................ 3 2.0 Our Provision: Learning that Works ................................................................................................................. 4 3.0 Investing to Meet the Needs of the County...................................................................................................... 6 4.0 Transforming Lives - Student Success ............................................................................................................ 9 5.0 Supporting Business........................................................................................................................................... 10 5.1 Superdry: Redefining apprenticeships ............................................................................................................. 12 6.0 Supporting our Community .................................................................................................................................... 14 7.0 Working in Partnership ........................................................................................................................................... 16 8.0 Staff Equipped to Support Success.................................................................................................................. 18 9.0 Governance.........................................................................................................................................................
    [Show full text]
  • Annual Report 2006–07
    Bristol ChemLabS A Centre for Excellence in Teaching and Learning Annual Report 2006–07 Contents 1. Introduction 3 2. The Genesis of Bristol ChemLabS 3 3. Teaching and Learning 5 4. Capital Projects 9 5. Outreach 10 6. Dissemination and Publicity 12 7. Evaluation and Research 13 8. Sponsorship and Commercial Activities 15 9. Finance 17 Appendix 1: ChemLabS Boards and Working Parties 18 Appendix 2: Level 1 and 2 Experiment Titles 20 and Skills Sets Appendix 3: Tables of Bristol ChemLabS Events, Activities and Publications 1. Introduction Bristol ChemLabS will have been operational for two years on 31st March 2007 and it is one of the roles of the annual meeting of the Advisory Board to receive the Annual Report. HEFCE require an interim report after two years from all CETLs (due by 31st July 2007), and the Annual Report this year is therefore presented in the form of a draft version of the HEFCE Report required in four months time. The final Report to HEFCE will be in the form of a glossy which will contain several photographs and some short sections from other authors; these are not included here. 2. The Genesis of Bristol ChemLabS The Bidding Process In early 2004, the Higher Education Funding Council for England (HEFCE) announced an invitation for departments or consortia of departments in higher education institutions (HEIs) to bid for funds to become a Centre for Excellence in Teaching and Learning (CETL). In April of that year, the School of Chemistry (SoC) through the University of Bristol (UoB) submitted a bid to the Stage 1 process, the primary focus of which was to become a CETL in the teaching and learning of practical, laboratory-based chemistry for undergraduates.
    [Show full text]
  • Gloucestershire Poppy Appeal Total 2011/12
    Gloucestershire Poppy Appeal Update January 2014 Thank you Photograph above: Our 2013 launch at ARRC, Innsworth Barracks with serving soldiers from the ARRC, County Chairman Group Captain Anny Reid, the Military Wives Choir and Matt Cox from Gloucester Rugby with our Poppy Bus kindly branded with Poppy Appeal artwork by Stagecoach. Our final total for Gloucestershire’s Poppy Appeal 2012/13 is just under £731,000. A fantastic achievement for everyone involved in a difficult financial climate. The national final figure for last year’s Poppy Appeal was £36,301,828 and we are aiming to increase this to £37 million this year. Following all your hard work I am delighted to tell you that, so far for this year’s appeal, we have already raised £675,344.92 within Gloucestershire and nationally the Poppy Appeal total stands at £33,059,305 as of this morning - £911,861 ahead of the same point last year. During the first eight weeks of this new financial year (which started in October) our online Poppy Shop sold 90% of the previous year’s total income. We appreciate that a great deal of effort and dedication is needed to reach this magnificent result and our thanks go to all of you and your teams of volunteers. We also plan to hold our new Community Awards (previously known as the Lord Lieutenant’s Awards) in March this year, to thank the community for their support. We want this to include the cadets, as we did last year but we also want to extend this to other youth and community groups such as the Scouts, Church of the Jesus Christ of the Latter Day Saints who collected at a Supermarket for us throughout the Appeal and Stagecoach for the Poppy Bus.
    [Show full text]
  • Secondaryschoolspendinganaly
    www.tutor2u.net Analysis of Resources Spend by School Total Spending Per Pupil Learning Learning ICT Learning Resources (not ICT Learning Resources (not School Resources ICT) Total Resources ICT) Total Pupils (FTE) £000 £000 £000 £/pupil £/pupil £/pupil 000 Swanlea School 651 482 1,133 £599.2 £443.9 £1,043.1 1,086 Staunton Community Sports College 234 192 426 £478.3 £393.6 £871.9 489 The Skinners' Company's School for Girls 143 324 468 £465.0 £1,053.5 £1,518.6 308 The Charter School 482 462 944 £444.6 £425.6 £870.2 1,085 PEMBEC High School 135 341 476 £441.8 £1,117.6 £1,559.4 305 Cumberland School 578 611 1,189 £430.9 £455.1 £885.9 1,342 St John Bosco Arts College 434 230 664 £420.0 £222.2 £642.2 1,034 Deansfield Community School, Specialists In Media Arts 258 430 688 £395.9 £660.4 £1,056.4 651 South Shields Community School 285 253 538 £361.9 £321.7 £683.6 787 Babington Community Technology College 268 290 558 £350.2 £378.9 £729.1 765 Queensbridge School 225 225 450 £344.3 £343.9 £688.2 654 Pent Valley Technology College 452 285 737 £339.2 £214.1 £553.3 1,332 Kemnal Technology College 366 110 477 £330.4 £99.6 £430.0 1,109 The Maplesden Noakes School 337 173 510 £326.5 £167.8 £494.3 1,032 The Folkestone School for Girls 325 309 635 £310.9 £295.4 £606.3 1,047 Abbot Beyne School 260 134 394 £305.9 £157.6 £463.6 851 South Bromsgrove Community High School 403 245 649 £303.8 £184.9 £488.8 1,327 George Green's School 338 757 1,096 £299.7 £670.7 £970.4 1,129 King Edward VI Camp Hill School for Boys 211 309 520 £297.0 £435.7 £732.7 709 Joseph
    [Show full text]
  • October 201 8
    School Census Autumn - October 8 Summary of School Numbers on Roll by Age 201 Produced by the Data and Analysis Team December 2018 October Email: [email protected] Telephone: 01452 328544 John James T: 01452 328508 email: [email protected] Manager - Data and Analysis Team, Strategy and Challenge Planning, Performance & Change Gloucestershire County Council Shire Hall, Westgate Street, Gloucester GL1 2TG October 2018 Census Summary of Number On Roll by Age Sector <3 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19+ Total Primary 111 331 6594 6797 7015 6848 6871 6615 6745 16 47501 Secondary 6 6803 6665 6377 6332 6389 3088 2938 160 5 38763 Special 1 9 43 50 55 66 72 87 108 129 116 118 112 90 33 32 30 5 1156 Gloucestershire Totals 1 9 6637 6847 7070 6914 6943 6702 6859 6948 6781 6495 6444 6479 3121 2970 190 10 87420 Grey Figures in <3 and 3 account for nursery pupils at academies and free schools, not included in the totals. See primary table for inidivual figures. October 2018 Census Summary of Number On Roll by Age - Primary Ages as at August 31st 2018 Estab School 2 3 4 5 6 7 8 9 10 11 Total 2172 Abbeymead Primary School 60 60 90 59 60 61 61 451 3334 Amberley Parochial Primary School 15 15 15 15 16 14 16 106 3308 Ampney Crucis C of E Primary School 11 11 15 10 13 10 13 83 5205 Andoversford Primary School 8 11 16 19 13 11 16 94 3323 Ann Cam C of E Primary School 13 10 17 14 14 15 12 95 3069 Ann Edwards C of E Primary School 44 42 38 39 44 39 45 291 2040 Ashchurch Primary School 19 14 19 19 23 18 19 131 3086
    [Show full text]
  • Education Indicators: 2022 Cycle
    Contextual Data Education Indicators: 2022 Cycle Schools are listed in alphabetical order. You can use CTRL + F/ Level 2: GCSE or equivalent level qualifications Command + F to search for Level 3: A Level or equivalent level qualifications your school or college. Notes: 1. The education indicators are based on a combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 2. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, meets the criteria for an education indicator. 3. 'No' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does not meet the criteria for an education indicator. 4. 'N/A' indicates that there is no reliable data available for this school for this particular level of study. All independent schools are also flagged as N/A due to the lack of reliable data available. 5. Contextual data is only applicable for schools in England, Scotland, Wales and Northern Ireland meaning only schools from these countries will appear in this list. If your school does not appear please contact [email protected]. For full information on contextual data and how it is used please refer to our website www.manchester.ac.uk/contextualdata or contact [email protected]. Level 2 Education Level 3 Education School Name Address 1 Address 2 Post Code Indicator Indicator 16-19 Abingdon Wootton Road Abingdon-on-Thames
    [Show full text]
  • Parent Support | Health & Education Offer
    Parent Support | Health & Education Offer We know that parents and carers play a central part in helping their children to develop and grow up well, and it isn’t always an easy job. At some point, everybody needs help and within Gloucestershire, there is a range of support available for parents and carers worried about their child or young person’s emotional wellbeing and how this affects their behaviour. Sometimes parents might just need one-off immediate support, and at other times, they may feel they could benefit from more structured, long term support. The table below details the range of support available in the county ranging from online resources, helplines or chat rooms, and support and information groups. Please note, everything on offer aims to help a parent better support their child’ or young person’s mental health and wellbeing, rather than their own. Support for a parent’s own mental health and wellbeing can be accessed through the Let’s Talk service or contacting their GP. Let’s Talk services are free and can be accessed by calling the free phone number 0800 073 2200 or completing the online referral form: https://www.talk2gether.nhs.uk/contact-us/. Parents can access the Let’s Talk service whilst also accessing any of the programmes listed here. Children at a School with support from Young Children at a Primary Children living in Children aged 5- Children with Parents Children living in Gloucestershire aged 0- Minds Matter School in Gloucestershire age 11 with mild - Children aged 2-6 Children aged 0-12 Children aged 6-11 learning difficulties with… 25 Gloucestershire Gloucestershire 11-18 moderate anxiety aged 3-16 Not Sure? See the school list overleaf.
    [Show full text]
  • Music Education in Gloucestershire 2013/14: a Snapshot
    Music education in Gloucestershire 2013/14: a snapshot Contents Section A: Introduction & background 2 Section B: Schools music Schools music executive summary/key points 3-5 Section C: A snapshot of the work of other Hub partners 1 Learning instruments and the fundamentals of music 6 2 Singing 6 3 Groups and ensembles 6 4 Targeted inclusion work 7 5 Independent music making - technology & bands 7 6 Wider work with young people 7 Section D: Leading and developing the Hub – the work of 8 the commissioning team and partners Appendix: Schools music – results 1 Background 9 2 Curriculum music 9 3 Exams 10 4 Arts Award and Arts Mark 11 5 Types of learning on offer 11 6 Standards 11 7 Instrumental tuition 12 8 Music technology 18 9 Songwriting 20 10 Singing, rapping, beatboxing 22 11 Music groups, ensembles, choirs 24 12 Activities subsidised by the Hub 26 13 Additional questions 26 Make Music Gloucestershire, the county’s music education hub, Colwell Arts Centre, Derby Road, Gloucester GL1 4AD T 01452 330 300 E [email protected] W www.makemusicgloucestershire.org.uk 1 Section A: Introduction and background What is this report for? This report is a snapshot of the work in 2013/14 of schools, and organisations funded by Make Music Gloucestershire, the county’s music education hub, in reaching young people through music education. It focuses on the numbers and types of music learning and making rather than the impact and stories. The aim of this report is to help us all (schools, music education organisations, musicians, and others working with young people in music) to build a picture of music education in the county, understand what's happening and what's needed, and plan accordingly.
    [Show full text]