When first introduced in the NPME (2022) the Lead Schools for Music initiative represented a welcome shift from hubs ‘doing things’ to schools, to schools becoming active partners in the development and improvement of music provision across their local area. However, it is important to recognise that success in one context does not automatically prepare a teacher or leader to support music education elsewhere; and crucially we should remember that we’ve been here before!
Way back in 2013 the Music in Schools: What Hubs Should Do Ofsted report resulted in a direction change for hubs, with new responsibilities added to their plates around the quality of music provision in schools. We were still in the early days when many hubs were transitioning from a ‘county music service’ type set up into something more substantial, and consequently some staff teams within hubs were ill-equipped to support schools in this way due to their specialism being instrumental learning rather than classroom music. There followed a massive recruitment and training drive, with new positions opening up around the country for individuals with curriculum background to join hub teams and lead this new strand of work.
With the present Lead Schools initiative, the initial knowledge gap is fortunately not so great because the comparison is like-with-like. Lead Schools have developed strong curriculum provision, effective leadership, and a culture that values music, hence their selection as Lead Schools in the first place! Yet the Lead School role requires a specific set of skills only tangentially related to the school’s own musical successes. For Hubs, this means that selecting a Lead School is only the beginning; ongoing support is essential if Lead Schools are to fulfil their potential.
One important consideration is helping Lead School representatives develop their understanding of school improvement beyond their own setting. What works in one school may need adaptation elsewhere. Effective Lead Schools learn to ask questions, listen carefully, and work alongside colleagues to identify realistic next steps rather than promoting a particular approach.
Professional development should also focus on the skills required to support adults. Many teachers are experienced at working with children and young people but have had limited opportunities to lead professional learning for peers. Training in mentoring, coaching, facilitation, and change management can help Lead School staff approach this aspect of the role with greater confidence and clarity.
Creating opportunities for Lead Schools to learn from one another is equally valuable. Networking enables leaders to discuss challenges, share experiences, and explore different models of practice. It also helps prevent isolation and encourages a wider understanding of the diverse contexts within and beyond a hub area.
The success of the Lead School model depends not only on identifying schools with effective music provision, but on investing in the people who will support others. When hubs provide the right guidance, training, and professional networks, Lead Schools are better placed to help improve outcomes for schools, teachers, and young people.
Dr Liz Stafford, June 2026. Copyright © 2026 Music Education Solutions Limited. All Rights Reserved.
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