Music Development Plan

Music Development Plan

Vision Statement

At Fender, we believe music is a vital part of a rich and balanced education. Music supports creativity, emotional expression, cultural understanding, and academic achievement. Our vision is for every child to find joy, confidence, and success in music, regardless of their background or ability.
Aims

  • To provide high-quality, progressive music education from EYFS to Year 6.
  • To ensure children develop musical skills, knowledge, and understanding across the core areas of performing, composing, listening, and appraising.
  • To use music as a vehicle for inclusion, wellbeing, cultural enrichment, and oracy.
  • To embed music across the curriculum and wider school life.
Objective Key Actions Timeline Responsibility Success Criteria
1. Audit current provision Evaluate current music curriculum, resources, staff confidence and pupil engagement Autumn Term Music Lead, SLT Clear understanding of strengths and areas for development
2. Develop a progressive, inclusive curriculum alongside Future Yard Map skills and knowledge progression across EYFS–KS2 using national guidance and our new curriculum in collaboration with local venue, Future Yard Autumn Term Music Lead Curriculum in place showing clear progression and coverage
3. Upskill staff Provide CPD opportunities, model lessons, and planning support Ongoing Music Lead, SLT Improved teacher confidence and subject knowledge
4. Improve access to instruments Audit existing instruments; replace/repair as needed; source new instruments, including untuned/tuned percussion Spring Term Music Lead, SBM All pupils have access to appropriate instruments
5. Enrich curriculum with specialist input Partner with Future Yard for individual lessons, as well as band clubs Spring/Summer Music Lead Pupils experience high-quality, live music learning
6. Promote performance opportunities Regular in-school concerts, class assemblies, choir, local music festivals, as well as regular performance at local venue, Future Yard. Ongoing All staff Pupils perform confidently and with pride
7. Increase musical diversity and inclusion Include music from a wide range of cultures and traditions; adapt for SEND learners Ongoing Music Lead, Inclusion Lead Curriculum reflects diverse heritages and needs
8. Embed music across school life Use music for wellbeing, in assemblies, during transitions, and in cross-curricular learning Ongoing All staff Music is a visible and valued part of school culture
Curriculum Overview
Phase Focus Key Skills
EYFS Exploring sounds and rhythm Singing simple songs, playing with instruments, moving to music
KS1 Building foundational skills Pulse, rhythm, pitch, singing in tune, using simple notation
LKS2 Developing composition and performance Playing tuned instruments, composing short pieces, listening to and appraising music
UKS2 Refining and extending skills Ensemble work, composing with structure, evaluating music, understanding genres and notation
Inclusion & Access

  • Use adapted instruments and visual supports for SEND pupils.
  • Build confidence in reluctant learners through non-judgemental, process-focused activities.
  • Celebrate cultural heritage through diverse music choices.
  • Provide equitable access to extracurricular music (choir, instrumental lessons, etc.).

Wider Opportunities

  • Choir and Music Clubs
  • Instrumental Tuition – subsidised or funded where needed
  • Partnerships – e.g. local Music Education Hub, community musicians
  • Performance Events – e.g. seasonal concerts, arts week, assemblies

Monitoring and Evaluation

  • Pupil voice surveys
  • Staff feedback and confidence audits
  • Learning walks and lesson observations
  • Work scrutiny (e.g. composition records)
  • Tracking progression across year groups

Budget & Resources

  • Funding to maintain and develop instrument stock
  • Subscription to digital schemes (Future Yard music curriculum)
  • CPD budget for staff training
  • Potential grant applications or PTA fundraising

Review Cycle

This plan will be reviewed annually by the Music Lead and SLT, with pupil progress and engagement at the centre of evaluation.