Music Development at our school is dynamic!

Part A: Curriculum music

At The Federation Of Robin Hood Infants and Thomas Wall Nursery, music education is delivered through the Charanga Musical School Units of Work, which use a repetition-based approach to deepen children’s understanding of musical concepts. This spiral curriculum allows children to revisit and build upon their musical skills and knowledge over time, fostering mastery through varied musical activities rather than linear progression.

Children have access to a wide range of quality resources, including a class set of glockenspiels and well-equipped percussion instrument packs, supporting hands-on learning and whole-class ensemble playing. Music lessons are scheduled for one hour per week in Key Stage 1, delivered flexibly through shorter sessions to fit the school day, while in the Early Years Foundation Stage (EYFS), music is integrated within Expressive Art and Design, with 30 minutes of weekly music teaching and rich musical experiences embedded in the learning environment.

The curriculum covers four key musical areas: performance (singing and instrumental skills), listening and appraising (exploring genres, traditions, and world music), composition (improvisation, creating pieces, notation, and technology use), and musical knowledge (elements of music, structure, vocabulary). Teaching employs practical, hands-on approaches with differentiation and scaffolding through pulse, rhythm, tempo, and pitch activities. Modelling, listening, improvisation, and composition are central pedagogical strategies, ensuring that all children, including those with English as an Additional Language (EAL) and Special Educational Needs and Disabilities (SEND), can engage meaningfully and develop musical confidence.

Potential next steps:

• Develop tailored progression maps that explicitly link musical skills and knowledge to children’s diverse language and learning needs, ensuring EAL and SEND pupils make strong progress.
• Increase opportunities for children to engage with music technology, enhancing composition and notation skills through digital tools.
• Introduce regular formative assessment strategies to track children’s musical development and inform personalised teaching and learning pathways.

Part B: Co-curricular music

The Federation Of Robin Hood Infants and Thomas Wall Nursery offers a rich variety of co-curricular music activities that extend children’s musical engagement beyond the classroom. The school choir actively participates in the Summer Sings Festival with Sutton Music Trust, providing children with opportunities to perform in a wider community setting. Through partnership with Rocksteady Band, children can access beginner instrumental clubs that nurture confidence, musicianship, and the joy of performing in a supportive environment.

Each class has access to percussion instruments on Fridays during Golden Time, allowing children to explore and make music freely. In the EYFS, a well-resourced music area supports continuous access to musical play and discovery during free-flow sessions, fostering early musical curiosity and creativity.

These co-curricular opportunities complement the curriculum by promoting enjoyment and active participation in music, supporting the school’s vision of happy, confident, and creative learners.

Potential next steps:

• Expand the range of instrumental clubs to include a wider variety of instruments, reflecting children’s interests and cultural backgrounds.
• Develop structured progression pathways within co-curricular activities to support children’s musical growth and transition into more formal learning.
• Increase parental engagement by hosting open music sessions or workshops to showcase children’s musical achievements and encourage home support.

Part C: Musical experiences

At Robin Hood, musical experiences are thoughtfully integrated throughout the school year to enrich children’s learning and foster a lifelong love of music. Weekly music assemblies use Sparkyard to teach singing and introduce children to diverse musical genres, enhancing their listening skills and cultural awareness. These assemblies serve as a foundation for performance opportunities across the school.

The KS1 Nativity production is a key highlight, offering children the chance to develop stage confidence and a passion for singing and performing. Family assemblies for Harvest and Easter/Spring further provide platforms for children to showcase songs and poetry recitals, strengthening community connections and personal development. Additionally, the Summer Festivals celebrate music from different continents, broadening children’s musical horizons and encouraging curiosity about global cultures.

These musical experiences create clear pathways for children to progress, whether they are novices or building on previous learning, aligning closely with the school’s values of resilience, communication, and creativity.

Potential next steps:

• Introduce additional performance opportunities throughout the year, such as smaller-scale concerts or informal sharing sessions within classes.
• Incorporate more cross-curricular links in musical experiences, for example, connecting music with storytelling, history, or cultural studies.
• Enhance children’s reflective skills by encouraging them to talk about their musical experiences and what they have learned or enjoyed.

In the Future

Looking ahead, The Federation Of Robin Hood Infants and Thomas Wall Nursery aims to expand opportunities for children to experience live music, recognising its powerful role in inspiring and motivating young learners. Increasing access to live performances will enrich the school’s musical culture and provide memorable experiences that support children’s personal development and creativity.

Potential next steps:

• Establish partnerships with local musicians, ensembles, or music organisations to arrange regular live music visits and workshops within the school.
• Explore opportunities for children to attend live performances in the community, including culturally diverse music events that reflect the school’s EAL population.
• Develop fundraising or grant applications to support the costs associated with live music experiences, ensuring equitable access for all children.