Self Evaluation Tool

Who is this for?

This interactive tool provides an opportunity for early childhood educators to self-evaluate their music provision against a silver, gold and platinum range of categories. It has been created to support early childhood educators to develop their knowledge and understanding of early childhood music and to support the development of early childhood music practice and provision.

This tool is best used collaboratively with staff and senior members to enable a conversation about music in early childhood and the important role that music has within early childhood development. The tool is free to use and is not a mandatory requirement for those working in the Early Years Foundation Stage, it is an optional tool to for educators to support their practice.

Before you get started

Before you begin your journey using the tool, take a moment to think about the instruments and sound makers you have available in your setting. Carry out an audit of your instruments and musical resources - are there any broken tambourines? Any triangles that do not have available beaters to play with? If instruments within the provision are not playable, consider how to change this to ensure children have access to instruments they can make music with. If we offer children broken instruments or instruments without all of the necessary parts to play them, we perhaps are giving the message that music is not important.

How to use the tool

To use the tool, start your journey by following the silver pathway and simply answer the questions, yes or no. If you answer no to any of the questions a box will pop up which will offer ideas, guidance and signposting to other websites and resources to help you develop that aspect to enable you to answer yes. You can download all questions along with the ideas, guidance and signposting that is suggested for each answer ‘no’, by clicking here for Silver, here for Gold and here for Platinum.

Once you are able to answer yes to all questions in each category you will be able to download a certificate that states you have self-evaluated your music provision and met the criteria in that category.

We hope that you find this tool useful and that you enjoy using it, if you have any questions, suggestions or feedback, please email us at: info@triboroughmusichub.org

Email

Please share your email address as it will be helpful to understand who uses our evaluation tool. We will also keep you informed of any further resources, EY music CPD and events that we offer.

Silver

(standard expectation for all settings)

Is there an assigned person who leads the music provision? (A Music Lead)
Can the Music Lead access EY Music CPD opportunities?
Can the music lead share information with colleagues regarding the importance of music in the EY?
Is there a music policy that is inclusive of all children?
Do staff in the setting understand how music weaves through and supports all areas of the EYFS; particularly with language development, self-confidence, communication and positive relationships?
Do practitioners find out about the musical identities and interests of the children through consulting with parents/carers?
Are the musical identities and interests of the children reflected in the planning and provision?
Are children encouraged and supported to sing on a daily basis?
Do children have access to instruments and music making resources on a daily basis?
Do children have opportunities to listen to recorded music?
Is children’s music making observed and valued?
Is children’s music making documented?
Are there are regular opportunities for children to move freely and expressively to music?
Is music provision and activity assessed using an appropriate framework?

Gold

(builds upon Silver)

Are there a range of musical environments created, e.g., are instruments displayed and presented on a range of levels both inside and outdoors?
Is music included in the planning? Both adult led activities and musical environments/activities to support child-initiated music making?
Do practitioners recognise and value children’s spontaneous vocal play/spontaneous singing?
Are new songs introduced on a regular basis and children are encouraged to create their own songs?
Is children’s musical play recognised and valued with adults sensitively interacting where appropriate?
Is background music kept to a minimum and are active music listening experiences supported by practitioners?
Are a wide range of genres of recorded music available for children to listen to?
Is children’s music making documented using a range of mediums such as audio recording, film, annotated photographs?
Are the musical interests of the children explored and built upon within the setting?
Do all practitioners have an awareness of musical development in early childhood?

Platinum

(builds upon Silver & Gold)

Is children’s music making documented and shared with parents and families?
Is there a range of quality musical instruments and resources available?
Do practitioners have an awareness of the audio environment and how to use recorded music effectively?
Does the music lead share new songs, games and ideas to further develop the music provision?
Does the music lead and/or other members of staff lead CPD sessions for other local settings to support the development of their music provision?
Is it evident that music plays an important role in the life and ethos of the setting?