What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence

• Main Author: Tom Northey
• Format: Article
• Language: ell
• Published: Greek Association of Primary Music Education Teachers 2013-07-01
• Series: Approaches: Music Therapy & Special Music Education
• Subjects: music; children; special needs; complex needs; special school; consultation; staff training
• Online Access: http://approaches.primarymusic.gr/approaches/journal/Approaches_5(1)_2013/10%20Approaches_5(1)2013_Northey_Article.pdf

This article describes a project delivered by Jessie’s Fund, a UK charity which supports children through music therapy and creative music work. The project took place between January and July 2012 and involved staff and pupils from a special school in the north of England. The article describes briefly how music is delivered in special schools across the UK and explains some of the challenges Jessie’s Fund has faced in having a lasting impact on how schools cover the music curriculum for children with complex needs. In 2012 Jessie’s Fund partnered with a special school in the north of England to design a new approach which focused intensively on the development needs of staff. Jessie’s Fund musicians visited pairs of staff over a period of six months to build their skills and confidence in leading music sessions with their pupils. The project was considerably more effective than some previous ‘musician-led’ activities and had a significant, whole-school impact. This article describes the work that took place, the responses from the staff involved and how Jessie’s Fund intends to use this learning for future projects.