Hello everyone, checking in for the new thread - thank you thirdfiddle
2 DCs here who play 5 instruments between them - one is more serious about it than the other. I think eldest may study music beyond secondary-school age but probably not youngest.
One DC may sit a piano exam in the spring session but still not sure if he's ready. Other DC will likely have auditions to prep for.
Just weighing in on the whole schools debate. It's obviously natural to ask for opinions and advice when thinking about all the options. But I would say that every child is different as well as everyone's family circumstances. It's not as simple as saying state vs indy. Some state schools have amazing music depts, some don't. The same could be said for independents. It all depends on what's available in your area, what your realistic, feasible options are, how far you are willing to travel, finances, etc. But crucially the best school fit for your child at the time of making the decision. The best school for your child at 11 - from your realistic, feasible options - might not be the same at 15. Most people, unless things are going pear-shaped or they identify a much better option, will keep their child at the same school 11-16 so we can only go with what we think best at the time of making the initial choice.
I would also say that I have friends who have DCs at all types of schools - specialist music, indy with strong music depts, indy with weak music depts, grammars (some with music specialism), state with music specialisms, state with no 'known' music depts. And they ALL - without exception - have something to moan about. So, I also wouldn't fall into the trap of thinking there is a perfect school.
When we were looking at secondary schools in Year 6, I had a pang of regret that the school we chose did not have a strong music offer. I remember hearing from people at the time who said that a music scholarship at a school which has lots of opportunities could be a double-edged sword as there are lots of demands on the music scholar's time and there is a risk that the child plays in several mediocre ensembles instead of prioritising individual practice. At the time, I couldn't see the problem - it sounded great to me - lots of playing opportunities, surely that's a good experience in itself, etc. It's only now - especially as my eldest is in the GCSE years - that I can properly appreciate the challenge of prioritising.
We 'chose' the route of a normal comprehensive school with maximising musical activities outside of school as much as possible. I say 'chose' because it wasn't as though we had much choice. We don't live in a grammar area and we wouldn't be able to afford private even with a scholarship. Mind you, I say that, the amount of money we seem to spend on the out-of-school music - it might not come to much less than school fees 