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Case study 25: John's story

Context
John is a year 11 student at a comprehensive school for 11- to 18-year-olds in a rural area. Highly talented in music, he has achieved distinction in cello, is a member of two County Youth Orchestras and the County Youth String Quartet, and has recently won a scholarship to study the cello on Saturdays at the Royal College of Music. John is also a keen and accomplished singer. He has voice lessons and regularly sings solos both in his church choir and in a local youth choir. To prepare for his goal of gaining a place to study music performance at one of the major conservatories, he is working on his keyboard skills and will soon be taking his grade 6 piano. John is determined to become a professional musician, and he practices long hours to keep up with demands of his weekly lessons in cello, voice and piano.

In addition to his regular practicing, John is constantly 'on the go', rehearsing, playing and singing in a wide variety of performances. Academically, he is in the top set at school and sat 11 GCSEs this summer. In the past, he has been frustrated by the apparent lack of understanding his school has shown for his priorities and has had some behaviour problems. John and his parents have decided that he should go to another comprehensive (some distance away) for sixth form, which will allow him to specialise in music and follow a more flexible academic timetable.

John's story gives an interesting insight into the views of some talented students and their parents. Talented youngsters can be difficult to manage. Their almost obsessive interest in their chosen area doesn't fit well with the balanced curriculum on offer for most pupils and frustration can lead to behaviour problems and disaffection with school.

John's mother's perspective
'John has just finished year 11 at the local comprehensive school, and I have to say it's been a frustrating five years for all of us -- with him not fitting in, not being the perfect student.

'John felt he was never understood by the teachers, and wasn't able to express himself in the way he wanted to -- through his music. This came across in the wrong way and got him into trouble. I spent a lot of time at the school trying to explain and to help the teachers understand that he was not being treated as an individual. But they didn't seem to listen. Instead he was made to follow the system.

'John's chosen career path has always been music. This involves hours of practice everyday. I've never had to nag him to do his practice. He's always been keen to do it, and he would get very frustrated and upset if he couldn't. There was one time when John was told he couldn't go to his cello lesson -- that he had to stay in his French lesson. He got angry and just walked out of the classroom; and this got him in more trouble. Yet again.

'The school also made him do 11 GCSEs, even though he has to spend hours and hours every week practising his playing and singing, and attending ensembles at the County Music Service (which is a long drive from our house). If he had gone to a specialist school for musically talented students (such as Chetham's School, in Manchester) he would only have had to do 6 GCSEs, to allow time for his music.

'When we looked for a sixth form for him, we approached his local school to see if he could do a reduced programme of 3 AS levels instead of 4 or 5. This was actively discouraged. So we looked elsewhere and found a good state sixth form which specialised in music and would allow him to do only 3. Getting him to the new school every day will involve us in a 35-minute drive each way, but we have always made every effort to support John in his chosen career.

'There were other frustrations in the local school. John wants to be a professional orchestral player, and has always been keen to perform. In school he was told by the music teachers he couldn't play in the school concert because he was 'too good', and that the programme 'wasn't for solos, but for groups'. He couldn't play in the school orchestras because he was grade 7 and the others were grade 3, so he conducted instead. But it wasn't the same as playing.

'The school always gave out awards for academic ability, and there was also a music award. But this was always given to the less able children, and not to gifted children like John. But luckily, he was able to find his salvation at the local County Music School, where he has flourished and fitted in so well. He has made lots of friends and has always shown lots of respect for the teachers. John is also a choral scholar at a large Anglican church in a nearby town where he is respected and respects others. He has just been awarded a scholarship to one of the London music colleges for his cello playing. We were very disappointed that not one of the teachers at the school has recognised this, or said "well done".

'John has now left the school. Next term he will be starting in a new school where his music ability and chosen career path will be appreciated and allowed for. I hope that by telling his story, other students might be helped to have a happier experience at school. Students are not all the same, and schools need to recognise their individual needs and differences.'

John's view
'The primary reason why I have struggled at my school for the past four years is due to the fact that the school has forbidden teachers to treat me as an individual. The school failed to realise my needs, and didn't understand my commitment to being a musician.

'This ignorance has led to many problems in my school life. For example, I was never offered any support when it came to deciding what I should do to take my music to the next level. I was never given the opportunity to perform. I was rarely praised or appreciated for my musical achievements, and teachers put my academic lessons as a priority over my music lessons. Also, I found that I was not being pushed in my GCSE music lessons, although there were only four people in my class. We were just left on our own to do our composition work, and I had to go outside school for help and support. I needed to do well. And when I came back with a composition, the teacher questioned whether I had done it myself. This made me feel very angry and frustrated about the whole thing.

'All of these things have led to a very hard life at school. I'm very much looking forward to the new school next school term, because in my new sixth form they have a large number of music students, and my new sixth form are allowing my music to be my priority.'

The mentor's view
'One can sense this family's frustration with the provision in their local school for a talented youngster like John. And one can also see why the school might have found him a difficult student to deal with.

'John and his parents clearly felt that his school valued academic work (eg giving prizes for academic achievement, insisting that top set students take a large number of GCSEs), but seemed to be lacking in sympathy for his passionate commitment to his music. Similarly, its approach to encouraging less able pupils through a music award was laudable; but it seemed uncomfortable with rewarding and recognising his outstanding talent. It's clear from his mother's comments that this contributed to his behaviour problems at school.

'Although the family is of modest means, their dedication to support their son has involved them in almost daily car journeys to take him (and their younger child, who is also musical) to the County Music Service for lessons and ensembles. Next year it will involve even more travel, to take him to his new sixth form; plus the cost of train fares to London for his Saturday at conservatoire. Home support has been a vital element in his success.

'Hopefully, as schools become more aware of the needs of their talented students, they will be able to understand their needs more fully, and offer the support and encouragement needed to help them in reaching their full potential.'

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