membership. responsibility of LMCT. 4 The views and needs of schools, young people and other stakeholders are not sufficiently well known. 2 4 8 Improved contact and communication with schools through newsletter, website, visits through SMEP; realignment of AML roles to increase capacity for day to day contact with schools; planned development of pupil voice and Student Council. 5 The profile and brand of LMEH amongst stakeholders is not sufficiently well known; key information and messages are not known or understood. Reputational damage through lack of knowledge and understanding by clients and customers. 3 4 12 Marketing and communications strategy and capacity improved. All partners and LSMS supported in delivering key messages. Website and other communication channels improved. 6 Significant number of schools (>33%) in each sector fail to engage with hub in one or more of its core and extension roles. 2 4 8 Improved marketing and communications; improved needs analyses; new secondary strategy; acceleration of primary SMEP. 7 WCETs demand from schools falls significantly. 2 5 10 Improved marketing and communications; further diversification of the WCETs offer to better reflect and meet schools’ needs, prices frozen from 2015-2016 8 Insufficient leadership and management capacity in LSMS reduces medium and long effectiveness in hub planning, delivery, co-ordination, monitoring and evaluation. 3 4 12 Interim arrangements currently in place; SM’s anticipated return to work; newly appointed DSM in post; return to work of SDM from maternity leave (May) temporary increase in AML capacity; proposed LSMS staffing structure review by end Sep 2016. 9 Insufficient high quality capacity to deliver on core and extension roles if demand from schools and others increases. 2 4 8 Work with HR to create a more flexible pool of staffing through better recruitment, terms and conditions. 10 Insufficient numbers of children and young people continue to learn a musical instrument following WCETs experiences and / or fail to make sufficient progress. 3 4 12 Improve WCETS continuation offers to primary and to secondary schools. Improve range of Key Stage 3 offers. Improve relationships with, and conduits to Associate Teachers; build better communications with Review instrumental hire rates where perceived to be a barrier. 11 Insufficient numbers of children and young people attend central ensembles, and/or Area Centres and Networks. 3 4 12 Number, provision and offer of Area Centres further reviewed using intelligence from enhanced school contact and perceived needs and development of pupil voice. Unviable centres replaced with alternatives. Enhanced recruitment process in place for central ensembles. Appendices Appendix 1 LMEH Partners
involved B2 To increase the number of schools delivering WCET in KS2 and KS3 and improve the quality and consistency of its delivery. Lead: LSMS Strategy Development Manager (SDM) Actions Lead By when Monitor Resources KPI Continue current WCET programmes in Primary, Secondary, Special, PRUs, hospital schools, in partnership between LSMS, Darbar, Soft Touch Arts, Bullfrog Arts, further evaluate and assess standards through QA programme. SDM ongoing DSM time to observe & evaluate 95% current schools sustained on programme Evidence of qual gained With hub partners, develop further promotions through the marketing strategy to Head Teachers and Governors including briefings, taster workshops and targeted offers for schools that are not currently engaged with the hub. Develop the roles of AMLs in supporting the promotion of WCETs in schools including increasing capacity with training and support. SDM Sep 16 & ongoing DSM Time Staffing 10 % increase of schools engaged With hub partners, develop further WCET packages specific to KS3, train staff, and promote to Heads of Music through Flag-Ship schools, Secondary SMEP visits, existing network meetings and CPD. SDM Sep 16 DSM Time 10% Increase in KS3 schools accessing WCET Strengthen more consistent delivery of WCET by developing and implementing key learning principles framework common across all instruments, evaluated through QA programme. DSM Dec 16 SM Time Framework developed Teaching more consistent Develop resource packs for each instrument, including reference to “Charanga” software, which can be used by new members of staff, and also for massed performances. SDM Sep 16 SDM Time+ (1K) Packs developed and in use Develop staff training and peer learning programme to support development of delivery quality, evaluated through QA programme. SDM Mar 2017 SDM Time More consistent quality of