Building on Meanwood’s vision and values and the National Curriculum for Music, we aim to provide an exceptional and inclusive Music education. Nurturing a love, knowledge and appreciation of music is vital to improve life opportunities as well as increase well-being and happiness.
Open Hearts- We create a cooperative learning environment, encouraging children to work together, share ideas and learn collaboratively.
Open Minds- We inspire our children to strive for a complete appreciation of Music, supporting them to develop a love for playing, singing, listening and composing, while understanding the roots of music and its connection with emotions and feelings.
Open Arms- We foster empathy in our pupils, encouraging them to understand how music brings people together and is a shared experience within communities and culture. We promote an inclusive environment where all learners feel valued and supported, having opportunities to build in confidence and shine.
Intent
We hope to nurture a lifelong love of music by exposing children to diverse musical experiences; igniting a passion for music. By listening and responding to different musical styles; finding their voices as singers, performers and as composers, we enable them to become confident, expressive musicians. We are committed to developing a curiosity for the subject, as well as an understanding of the historical roots and origins of all genres of music.
Our curriculum is progressive and inclusive, giving opportunities throughout the school to develop skills in listening, singing, playing, performing and composition.
Through a wide range of opportunities to experience music, children become more musical; watching live performances and performing in front of audiences. Every child will be able to experience a sense of achievement and pride by learning to play a musical instrument. Through our school choir, hymn practice and public performances, children take ownership and nurture their musical skills.
Implementation
At Meanwood we use the Charanga Model Music Curriculum scheme to support our long-term planning. We teach incrementally technical, constructive and expressive skills to allow children to gain a deep understanding and love of music.
The children develop a wide musical vocabulary as they progress through school based around musical elements, musical structures and dimensions.
Children are taught music by class teachers as well as by a music professional. They learn to look after, control and play a musical instrument and they work in small steps to increase their ability to read and write notation.
In lessons, children compose using tuned and untuned percussion, recorders and keyboards.
Celebrating a ‘Musician of the Half-Term’, children can experience music from several different genres as well as understand the impact music has had on their lives and the lives of people around the world.
Performance is at the heart of the curriculum, with all children having the chance to be part of a choir, perform to an audience.
Impact
- Children are more musical. Children love singing in small and large groups whether in lessons, classrooms or in choir.
- Children remember a wide range of musical artists from a range of genres and can discuss their impact on the music industry and the wider world.
- Children perform confidently in productions, choir and showcase assemblies.
- Children show a love for their music lessons and can use a variety of methods to compose different styles of music.
- Children can use musical vocabulary to describe a piece of music or to change their own musical performance.
- Children know how to use musical instruments.
Formative assessment
Children’s progress is assessed in lessons through regular feedback, high quality questioning and regular retrieval practice. Children are encouraged to work in mixed ability partners as well in smaller supported groups. Children have opportunity to self-evaluate and evaluate as a group providing constructive peer feedback.
Summative assessment
Over the course of the year, children work towards year group endpoints across a range of specific skills in the Music curriculum. As children cover the half-termly units, they evidence their understanding of the end points. Teaching is adapted to and is revisited to make sure no child is left behind.
Staff Development
Training needs are identified as a result of whole school monitoring and evaluation, performance management and through self-analysis. The subject leader shares best practice and informs staff of subject updates and changes. The subject leader works closely with Artforms in Leeds to access expert advice as well as CDP opportunities and networking. Time is allocated in staff meetings to give CPD for all teachers increasing confidence and understanding of the subject and the scheme of learning.
Monitoring
The subject leader, SLT and Governors play a role in the monitoring of Music at Meanwood. Regular monitoring via learning walks, staff and pupil voice feedback ensures consistency and constant review and regulation of the subject to ensure best learning opportunities for all.
Music Development Plan
At Meanwood CE Primary School, we are committed to providing a rich, inclusive and inspiring musical education for all pupils. This Music Development Plan supports our Music Progression Map and sets out how we will continue to strengthen music teaching and learning across school.
Our Vision for Music
We believe music is a powerful vehicle for creativity, expression and community. Our aims are to ensure that:
- All children become confident musicians who can sing, play, compose and perform.
- Musical learning builds progressively, securely and consistently from Reception to Year 6.
- Music is accessible to all pupils, including those with SEND and those who are disadvantaged.
- Our school values—Open Hearts, Open Minds and Open Arms—are lived out through our music curriculum.
Key Development Priorities
- Strengthening Progression and Consistency
We are committed to ensuring that teaching follows the Music Progression Map and builds securely each year.
We will:
- Provide training for staff in teaching pulse, rhythm, pitch and notation.
- Improve teacher confidence in delivering musicianship skills.
- Ensure each year group has the correct instruments and resources.
- Monitor lessons to maintain high-quality, consistent provision.
What success looks like:
Children confidently demonstrate the age-related musical knowledge and skills set out in the progression map.
- Enriching Musical Experiences
We aim to embed music as a vibrant part of school life.
We will:
- Increase performance opportunities (assemblies, church events, community concerts).
- Offer more chances for children to experience live music.
- Strengthen links with organisations such as Phoenix Dance Theatre, RJC Dance and ArtForms.
What success looks like:
All pupils perform for an audience each year and experience a broad range of musical styles and opportunities.
- Inclusion and SEND in Music
We want every child to experience success in music, regardless of need.
We will:
- Introduce adaptive approaches (visual notation, simplified rhythms, alternative instruments).
- Provide SEND‑friendly resources and training for staff.
- Ensure disadvantaged pupils can access instrumental lessons, clubs and events at no cost where needed.
What success looks like:
SEND and disadvantaged pupils participate confidently in singing, performing and composing.
- Developing Composition and Notation in KS2
Composition and notation become more complex in Years 4–6, and we want to support pupils and teachers to excel.
We will:
- Use rhythm grids, graphic scores and full staff notation consistently.
- Introduce digital tools to support composition.
- Build whole-class composition units each year.
What success looks like:
By Year 6, pupils can compose, refine and perform their own music using appropriate musical vocabulary and notation.
- Strengthening Listening and Appraisal Skills
We want children to develop a genuine appreciation of music from different cultures and genres.
We will:
- Introduce a whole-school listening spine.
- Embed structured listening activities using the inter‑related dimensions of music.
- Include listening and appraisal in collective worship where appropriate.
What success looks like:
Children discuss music confidently using accurate vocabulary and show awareness of genre, structure and instrumentation.
Assessment and Monitoring
We assess music through:
- Ongoing teacher assessment aligned to year endpoints.
- Performance evidence, recordings and composition work.
- Pupil voice activities to assess confidence and enjoyment.
- Curriculum leader monitoring to secure progression and quality
Resources and Staff Training
To deliver high-quality music lessons, we are investing in:
- Class sets of tuned and untuned percussion.
- Recorders, glockenspiels, keyboards and ukuleles for KS2.
- SEND‑friendly resources (colour‑coded notation, enlarged rhythm cards, instrument grips).
Staff training will focus on:
- Musicianship (pulse, rhythm, pitch).
- Notation and reading music.
- Inclusive practice and adaptations.
- Digital tools for composition.
Enrichment and Wider Opportunities
Our wider music offer includes:
- Choir and community performances.
- Instrumental lessons (with financial support for eligible pupils).
- Links with cultural partners and visiting artists.
- Events such as Young Voices, festivals and cluster concerts.