Roger Wiebkin

20+ years class music teaching across KS 1 - KS 5, 10+ years Wider Opportunities teaching and 6 years clarinet/sax peripatetic. Happy to represent a Christian (faith) perspective.

Robert Strawson

Claire Kennedy

My path into my career as a musician and teacher has been through the maintained sector, at a time when peripatetic music lessons and participation in youth music activities was free. Unlike many of the contemporaries I encountered when I entered higher education, I didn't have private music lessons as a child, and I wasn't really aware of the level of music provision offered in independent schools. However, in my teaching career, I've worked in both maintained and independent schools, and have taught pupils ranging in age from 5 years old to sixth formers. I've also taught privately, working with children and adults. I'm happy for this experience to be used to contribute to HMEH. I've been married for nearly 30 years to Philip, who is registered blind. Whilst he has some partial sight, he cannot drive, and there are many tasks that are easier and quicker for me to do, as someone with full sight. Philip has successfully run his own business for over 40 years, and has also reached a high level of achievement as a musician. I'm not sure that I can in any way represent people who are disabled or who have a sight impairment, but I do have an awareness of the compromises that are often necessary in a partnership where one person has a disability.

Zoë Brittlebank

Secondary School Music Teacher experience.

Jonathan Godfrey

Caroline

Neurodiversity: I got involved with HMEH following my son joining a brass band group run by the lead organisation. At the time he was very reserved and we were debating whether to look further into getting him tested for autism. He found it difficult to communicate effectively and to form friendships. The experience of meeting kids with an interest in music and wanting to learn, within a structure that promoted listening skills, working as a team and helping each other really helped my son with his confidence. I could see the value of the sessions with kids that may struggle at school and how they learn or practice skills that can then be used across the curriculum. Socio-economic & geo: In my own experience I went from a relatively comfortable home-life in commuter-belt Hertfordshire to poverty overnight when my parents split up. Music was the one thing that provided pleasure and fulfilment and as a way to express myself. Paying for music lessons and instruments was very difficult so widening access to instruments is a really important reason why I volunteer for HMEH. My own kids were raised in Herefordshire in a small rural village until recently when we moved to the Huddersfield area. My son now attends a college with kids of many ethnicities. His friends use various pronouns and In my youth we spent a lot of time in Manchester and Stockport with relatives. My nan often took me on the bus to see the Halle play from an early age. So in summary children and young people of all backgrounds should have equal access to music making.

Rebecca Blackman

Gemmalt13@aol.com

I have worked extensively with young people with particular focus to the neurodiverse in the form of gifted and talented and SEN. I am from a very deprived area of wales - first person in the family to attend university and therefore a champion for the equal opportunities of all classes and diversities. My geography. It’s allows me to valuate music services beyond Hereford city - being north of the river and very close to wales the outlook can be very different from in the town, I believe coming for. A very deprived area has given more insight intro the value of music education in the lives of young people.

Joanne Lowry

As a military family I have first hand experience of the challenges faced by SPP and their families.

Cliff Woollard

Life experiences - Homelessness, poverty, social housing I already champion those who cannot afford music lessons and out of school music activities. I do this by supporting the Hereford Music Fund charity Have worked in several special schools and have an interest with young people in this sector - especially in CYP from these schools having opportunities along the lines of those in mainstream education I also have an interest in Looked after Children and have represented them at regional strategy meetings I have high level safeguarding training and can support the hub in this area too

William Wake

Lee Batstone

Primary School headteacher (17 years) and teacher for 27 years in urban and rural schools (Eastbourne, Brighton, Hereford and Herefordshire). Vice Chair of Governors for a special school (been a governor for 5 years). NAHT President for Herefordshire. Asked to leave recorder club at primary school (aged 8) for pretending to know the recorder notes ! Not damaged me but I have a love of music (just can't play any instruments !). I was a DJ at university (and school discos now !).

Pete Thorogood

Working class background: parents were from London's East End then an Essex New Town. I worked in factories before studying for my music degree. My experiences of formal music education at school bore no direct relevance to my own enthusiasm for music. When I worked in factories I often passed on any music knowledge and skills to co-workers who had quite low educational attainment. Subsequently, my music degree took me into a strong bias towards Community Music work and ultimately formal Music Education at FE and HE levels.