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It covers staff experiences, teacher characteristics, awareness and partnership working, hubs’ strategic functions, peripatetic teaching, inclusion, quality, and confidence. Baseline findings and end-of-year-1 experiences inform key insights, conclusions, and recommendations. Methodology and data collection stages from 2024–2025 are documented.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/music-hubs-evaluation-interim-report-february-2026/587954/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/music-hubs-evaluation-interim-report-february-2026/587954.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What period does this interim evaluation report cover?","Question",{"text":112,"@type":113},"The report is dated February 2026 and includes evaluation evidence collected in September–October 2024, November–December 2024, and June–July 2025.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which experiences are examined for schools and Music Hubs staff?",{"text":117,"@type":113},"It analyses staff experiences under the previous model, then reviews experiences at the end of year 1 of the new Music Hubs model, including awareness, engagement, partnership working, and confidence.",{"name":119,"@type":110,"acceptedAnswer":120},"What areas do the baseline and end-of-year findings focus on?",{"text":121,"@type":113},"They cover establishing the new model, hubs’ strategic functions, peripatetic music teachers, hubs working with schools and families, children’s and young people’s activities, parental attitudes, and learning music through GCSE and beyond.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587954,1792209790,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Music Hubs evaluation: interim report  \nResearch report  \nFebruary 2026  \nAuthors: Sehaj Bhatti, Kate Wadsworth, Svetlana Speight, Jane Kerr, Matilda North, Lana MacNaboe, Ciaran Cummins and Alina Haque, National Centre for Social Research  \nContents  \nList of figures 3  \nList of tables 4  \nGlossary of terms 5  \nAcknowledgements 6  \nExecutive summary 7  \nKey insights 7  \nGuide to the report 10  \n1. Introduction 12  \n1.1. Background 12  \n1.2. Methodology 14  \n2. Schools’ and Hubs staff’s experiences under the previous model 17  \n2.1. Overview 17  \n2.2 Teacher characteristics 17  \n2.3. Schools and Music Hubs: awareness, engagement and partnership working 19  \n2.4. Hubs and music teaching in schools 21  \n2.5 Inclusion 24  \n2.6 Quality 25  \n2.7 Teacher confidence and attitudes 26  \n2.8 External challenges 29  \n2.9. Expectations for the new Music Hubs model and learnings for the future 30  \n2.10. Chapter summary 31  \n3. Baseline findings for the new Hubs model 33  \n3.1. Overview 33  \n3.2. Establishing the new Music Hubs model 33  \n3.3. Music Hubs’ strategic functions 34  \n3.4. Peripatetic music teachers 36  \n3.5. Hubs working with schools and families 37  \n3.6. Children and young people’s music activities 42  \n3.7. Parental attitudes to music activities 44  \n3.8. Benefits of music activities for children and young people 45  \n3.9. Learning music at GCSE and beyond 46  \n3.10. Chapter summary 47  \n4. Experiences of schools and Hubs staff at the end of year 1 of the new Music Hubs’  \nmodel 49  \n4.1. Overview 49  \n4.2. Establishing the new Hubs model 49  \n4.3. Music Hubs’ strategic functions 53  \n4.4. Capital Grant 54  \n4.5. Peripatetic music teachers 56  \n4.6. Hubs and music teaching in schools 59  \n4.7. Schools and Music Hubs: awareness, engagement and partnership working 64  \n4.8. Teachers’ confidence and attitudes 69  \n4.9. Inclusion 70  \n4.10. Chapter summary 73  \n5. Conclusions 75  \n5.1. Views about the Music Hubs model overall 75  \n5.2. Partnership working 75  \n5.3. Inclusion 76  \n5.4. Challenges associated with the Music Hubs model 77  \n5.5. Capital Grant 78  \n6.Recommendations 79  \nReference List 80  \nAppendix A: Methodology 81  \nData collection in September-October 2024 (Stage 1a) 81 Data collection in November-December 2024 (Stage 1b) 82 Data collection in June-July 2025 (Stage 2) 85 Reflections on the evaluation design 89  \nAppendix B: Teacher characteristics and attitudes at Stage 2 90  \nTeacher characteristics (Stage 2) 90 Teacher attitudes and confidence (Stage 2 tables) 91  \nList of figures  \nFigure 1: Roles of teachers by type of school 18  \nFigure 2: School engagement with local Music Hub prior to September 2024 19  \nFigure 3: Schools receiving support from their local Music Hub 22  \nFigure 4: Co-curricular music activities provided by each type of school 23  \nFigure 5: Anticipated benefits of the new Music Hubs model for pupils 31  \nFigure 6: Views of Heads of HLOs and Hub partners on how well their Hub is set up to deliver the strategic functions 35  \nFigure 7: Views of Heads of HLOs and Hub partners on how well their Hub is set up to be sustainable 36  \nFigure 8: Views of Heads of HLOs and Hub partners of hiring and retaining peripatetic  \nteachers 37  \nFigure 9: Parent and pupil awareness of their local Music Hub 38  \nFigure 10: Parent ratings of Music Hubs on various attributes 40  \nFigure 11: Pupil and parent reports on what instruments pupils play 42  \nFigure 12: Sources of information about music opportunities, reported by parents 45  \nFigure 13: Thoughts on pupils’ pursual of music in the future 47  \nFigure 14: Hub setup progress (Stage 1 vs Stage 2) 50 Figure 15: Positive partnership ratings (Stage 1 vs Stage 2) 51 Figure 16: Views of Heads of HLOs and Hub partners on how well their Hub is set up to deliver strategic functions 54  \nFigure 17: Difficulty hiring peripatetic teachers (Stage 1 vs Stage 2) 57 Figure 18: Difficulty retaining peripatetic teachers (Stage 1 vs Stage 2) 58 Figure 19: Teacher awareness","cbCaie3fHAbwyJyq","https://ap.wps.com/l/cbCaie3fHAbwyJyq","pdf",634572,95,"English","# Executive summary\n# Key insights\n# Guide to the report\n# 1. Introduction\n## 1.1. Background\n## 1.2. Methodology\n# 2. Schools’ and Hubs staff’s experiences under the previous model\n## 2.1. Overview\n## 2.2. Teacher characteristics\n# 3. Baseline findings for the new Hubs model\n## 3.1. Overview\n## 3.2. Establishing the new Music Hubs model\n# 4. Experiences of schools and Hubs staff at the end of year 1 of the new Music Hubs’ model\n## 4.1. Overview\n## 4.2. Establishing the new Music Hubs model\n# 5. Conclusions\n## 5.1. Views about the Music Hubs model overall\n# 6. Recommendations\n# Appendix A: Methodology\n# Appendix B: Teacher characteristics and attitudes at Stage 2","[{\"question\":\"What period does this interim evaluation report cover?\",\"answer\":\"The report is dated February 2026 and includes evaluation evidence collected in September–October 2024, November–December 2024, and June–July 2025.\"},{\"question\":\"Which experiences are examined for schools and Music Hubs staff?\",\"answer\":\"It analyses staff experiences under the previous model, then reviews experiences at the end of year 1 of the new Music Hubs model, including awareness, engagement, partnership working, and confidence.\"},{\"question\":\"What areas do the baseline and end-of-year findings focus on?\",\"answer\":\"They cover establishing the new model, hubs’ strategic functions, peripatetic music teachers, hubs working with schools and families, children’s and young people’s activities, parental attitudes, and learning music through GCSE and beyond.\"}]","Music Hubs evaluation - interim report - February 2026 | PDF",1792063906,239]