Skip to content ↓

Music Development Plan 2025 - 2026

Overview

Detail

Information

The academic year that this summary covers

2025-2026

The date this summary was published

September 2025

The date this summary will be reviewed

September 2026

Name of the school music lead

Victoria Kelters

Name of school leadership team member with responsibility for music (if different)

 

Name of local music hub

Sunderland

Name of other music education organisation(s) (if partnership is in place)

Musical Mates

 

What is the vision for music in your school and how does this align with the wider school vision or mission?

At Holley Park Academy, we aspire to provide our children with a rich and varied music curriculum, enabling them to gain a firm understanding of the subject. We provide children with the skills and knowledge required of successful musicians. Our music is accessible to everyone, built on previous knowledge and skills, learning through repetition. Children will leave school with an appreciation for the joy of music, a love for singing and a range of musical experiences and skills.

What do you feel the current strengths and challenges are for music in your school?

Strengths:

●  Enthusiastic children and parents/ carers with an interest in persuing musical development

●  Enthusiastic teachers and teaching staff

● Children build the confidence and skills to perform

● Opportunities for singing are always utilised across school, with regular singing in whole school assemblies and in individual classrooms.

● We take pride in planning music-based performances, such as nativities and class assemblies, which give the children a sense of pride and achievement which they can share with their peers.

Challenges:

●  Continue to build suitable instruments to support the MMC (glockenspiels, class percussion packs)

● Further individual music lessons

● Build opportunities and numbers for children singing performances

●  Continue to build on progress of children who are already taking tuition

 

What key components/strategies will you put in place to support the development of music in the school during the academic year 2025-26?

●  Develop vocabulary and stem sentences to support children to use literacy skills to talk about music

●  ‘Charanga’ is the main scheme used, but learning and resources are supported and enriched through the ‘Sing up’ scheme. These provide engaging lessons and songs that meet the National Curriculum requirements

●  Specialist tutors consistently developing and building on progress of individuals and groups

●  Monitor and develop curriculum music opportunities and quality assure any use of “schemes” e.g., Charanga or Sing up

●  Evidence progress through photographs and videos

In what ways are you able to facilitate inclusive music making opportunities for Children and Young People in your school?

  • Economic - children and young people whose family income restricts or prevents their participation in music-making, because it is unaffordable or inaccessible

  • Life condition - children and young people with a condition which makes their participation in music-making more expensive or complex, such as a disability or sensory impairment

  • Life circumstances - children and young people who are living in situations which makes their participation in music-making more expensive or complex, such as looked-after children, young carers or those living in rural isolation

  • Behavioural - children and young people whose individual needs means they need additional support or specialist services in order to be able to participate in music-making

 

Cookie Policy