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Posted by on Jun 14, 2015 in Featured, News, Teachers | 0 comments

In Harmony Year 2 Evaluation Report Published

In Harmony aims to inspire and transform the lives of children and families in deprived communities, through the power and disciplines of orchestral music-making. It is inspired by the Venezuelan El Sistema, which aims to change the lives of children in exceptionally deprived circumstances.

The In Harmony programme is modelled around an immersive experience, where children play instruments together several times a week from an early age, within a whole-school and/or community-based approach. In Harmony is funded by the Department for Education (DfE) and Arts Council England (ACE), and is currently being piloted in six areas in England.


NfER has been commissioned by Arts Council England to undertake an evaluation of the effectiveness and impact of the In Harmony social and music education programme. NFER is undertaking a longitudinal national evaluation of In Harmony. The aims are to explore the impact of In Harmony for children, families, schools and wider communities, and to explore the future sustainability of the programme. A set of research questions, outcome indicators, and a theory of change underpin the evaluation. The NFER research team is conducting a series of pupil questionnaires, an analysis of provision and participation data, and case study visits.


NfER have published their second report on the In Harmony programme:-

  • In Harmony continues to support pupils’ music-making, musical enjoyment, social wellbeing and positive aspirations.
  • Pupils continue to score highly on nearly all measures of social/wellbeing outcomes in 2014, mirroring the results from 2013.
  • The positive responses to the pupil survey indicate that In Harmony children are confident musicians and settled young people.
  • Pupils continue to enjoy music at the same high levels as reported in last year’s survey. They say they are making good progress with their instruments and singing. They also feel their classroom teacher knows a lot about music – a possible indication of how In Harmony is supporting teachers’ musical confidence and skills.
  • In Harmony children have positive future aspirations – indeed, children who completed the survey both last year and this year are even more positive about their futures than they were one year ago.
  • In Harmony programmes are increasingly offering extra-curricular activities, in addition to curriculum delivery. These additional activities are engaging children from the core In Harmony primary schools, children from neighbouring primary schools, and those who have moved on to secondary school.
  • The large proportions of children engaging in substantial amounts of In Harmony activity outside of curriculum time highlights the commitment of pupils, families and schools to the programme.


The full NfER report is online here:-



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