"NOFA has driven me in a direction I thought I’d never explore, inspiring me to pursue orchestral performance and a degree in music. If the experience doesn’t go as far as impacting their career choices, it will still certainly build their social skills and prove to be an enjoyable journey." - NOFA flautist Matthew
Find out more about the impact on our young musicians by visiting our Meet our Musicians page.
Impact Report 2016-2017
"It's great to see how [Orchestras for All has] developed over the last five years and I've admired their determination to make sure that their targeted programmes reach children and young people who wouldn't otherwise get the opportunity." - Matt Griffiths, CEO of Youth Music
We are delighted to share with you what we have found over the last season, covering all of our work from the National Orchestra for All (NOFA) Summer Course in Leeds in July 2016 through to the National Modulo Meets in London in July 2017.
In 2016 we published our very first impact report - The First Five Years - a summary of the work and the outcomes we have delivered since founding the organisation back in 2011. From here on, we will be publishing an Impact Report on an annual basis sharing the key findings from our research into the impact of our work on young musicians, music leaders and the wider sector.
Click here to download the full PDF version: Impact Report 2016-2017
Impact Report: The First Five Years
We are delighted to present our Impact Report 2011-2016, charting the first five years of our work. As the programmes of OFA have developed over the last five years, so too has our approach to impact measurement. We have always recognised the importance of rigorous impact evaluation across our programmes and we have used the findings to help us shape, guide and inform our work.
To date we have evaluated each of these programmes independently of one another and have developed and tested a variety of different approaches to evaluation. However, we are now moving towards a position where our three programmes are being evaluated under one organisation-wide impact framework. We are pleased therefore to present at the end of this report our new OFA Theory of Change and our plans for evaluating all three programmes against this
Click here to download the full PDF version: Impact Report 2011-2016
Theory of Change
"A Theory of Change is a diagram that explains how a programme has an impact on its beneficiaries. It outlines all the things that a programme does for of its beneficiaries, the ultimate impact that it aims to have on them, and all the separate outcomes that lead or contribute to that impact. A Theory of Change should not refer to the scale, growth plan or operational details of the organisation itself – it should effectively describe and explain the impact of the programme from a beneficiary’s point of view." – Nesta
Our Theory of Change builds on the research outlined in our Impact Reports above. Through a series of workshops and planning sessions (in part supported by Teach First and Project Oracle), we identified key trends and outcomes from each of our programmes. These outcomes have in turn been reflected in our Theory of Change. In doing so, we hope to present a framework that captures our impact as a whole organisation rather than on a programme by programme basis.
A Theory of Change is a live document: we have updated our original Theory of Change for the 2017-2018 season - download the full PDF document here. We have also created programme-specific Theories of Change to ensure that all of our work is aligned with our overall impact goals.
What effect does music have on young people?
What is the wider value of music education in society?
How do similar programmes compare? Creech et al (2013) review reports and research from 277 El Sistema-inspired programmes in 58 countries. Almost all of them demonstrate evidence of positive personal development such as commitment, determination, resilience, self-esteem, life satisfaction and focus, as well as positive evidence of social skills development such as teamwork, community spirit, belongingness and co-operation. Evaluation reports for programmes that support instrumental music-making and ensemble playing give evidence of both academic and social-emotional advantages of the participants. For example: