It is possible to implement WCET in ways that lead to high standards of instrumental playing and high continuation rates.
For WCET to be successful senior and other school staff need to be supportive and committed to the programme. Mutual positive partnership between providers and individual schools leads to successful WCET provision.
WCET is more successful where children have experience of high quality general class music lessons prior to WCET.
WCET teachers need to have high expectations of what participating children can achieve.
Differentiation through high quality music materials and arrangements is required to meet the musical needs of all children.
WCET teachers need to be enthusiastic, inspirational and have a wide range of teaching strategies.
Participating children need to be given opportunities to practise at home or school.
Children need to be given the opportunity for participating in frequent performances including those in prestigious environments.
Parental support is crucial in supporting continuation. High quality performances are crucial for engaging parents.
High continuation rates require opportunities for seamless transition to music hub ensembles or ensembles with other schools.
- Continuation may be through:
- ongoing whole class tuition;
- large or small group tuition;
- individual tuition (offered by the hub or privately);
- membership of a hub ensemble;
- independent learning (e.g. peer learning, internet learning).
Ways of collating data relating to each of these need to be found.
Head teachers recognise the value of the programme in developing the intellectual, personal and social skills of the children.
Schools and hubs are concerned about the financial challenges of the ongoing implementation of WCET.
The challenges facing WCET providers vary depending on location (urban or rural) and levels of deprivation.