Equality, diversity and inclusion
Our equality, diversity and inclusion work
WFMEH Inclusive Music Strategy 2021-2025
Our strategy sets out plan for building a culture of inclusive music education, where all children and young people are valued and recognised for their unique qualities, ideas, voices and perspectives and where they can see the Hub providing a range of diverse musical opportunities and progression pathways.
Read our Inclusive Music Strategy (pdf)
WFMEH and Changing Tracks
We all know that learning and making music can make a massive impact on young people. It can improve wellbeing, and has a wealth of benefits for their intellectual, personal and social development. But despite this, too many are missing out because they face a range of barriers to participating in music education.
We’re one of fifteen music services from across England who are part of Changing Tracks, a programme of support and learning for and with music services wanting to improve equality, diversity and inclusion. It is run by Hertfordshire Music Service and funded by Youth Music. It was previously called MusicNet East. Read our annual findings and review 2019/20 (pdf).
At Waltham Forest Music Education Hub we’re also one of nine Changing Tracks partners carrying out action research with our staff teams to research this further. We’re exploring what helps and hinders us and finding ways to dismantle the barriers and make our organisations and activities more equitable, diverse and inclusive.
About the Alliance for a Musically Inclusive England
The network is part of the Alliance for a Musically Inclusive England.
The Alliance is a growing network of organisations working together to:
promote equity in music education
support others to do the same through advocacy, CPD, resources, and strategic alliances.
What does being musically inclusive involve?
Musically inclusive practice involves making sure young people’s music is HEARD:
Holistic - placing emphasis on personal, social and musical outcomes
Equitable – people facing the biggest barriers receive the most support
Authentic - developed with and informed by the people we do it for
Representative – the people we work with as participants and colleagues reflect our diverse society
Diverse – all musical genres, styles, practices are valued equally