SEND: Inclusion in music lessons through pre-teaching

SEND: Inclusion in music lessons through pre-teaching.

“An inclusive school removes barriers to learning and participation, provides an education that is appropriate to pupils’ needs, and promotes high standards and the fulfilment of potential for all pupils.”
— EEF, Special Needs in Mainstream Schools, 2020

The aim of all schools is to be as inclusive as possible, creating a sense of belonging by developing meaningful relationships with every pupil. This principle is the golden thread running through both the EEF’s Special Needs in Mainstream Schools and Improving Behaviour in Schools guidance reports. Yet, in practice, how can this level of understanding and relationship-building be achieved by a visiting peripatetic teacher who only sees pupils once a week?

To address this challenge, Lincolnshire Music Service (LMS) piloted the HeadStart Whole Class Ensemble Tuition (WCET) Programme during the spring term. The aim was to deliver inclusive, high-quality musical learning tailored to meet the needs of all learners, while also supporting school staff to embed music into the wider curriculum. Spilsby Primary Academy took part in the pilot, which involved a Year 4 class of 39 pupils learning brass instruments (trumpet and trombone), led by experienced LMS tutor Rob Egerton.

The 2-9-1 Delivery Model

The HeadStart WCET follows a 2-9-1 model across a 12-week period. In the first two weeks, the focus is on identifying and engaging a targeted intervention group, while school-based staff deliver LMS-resourced lessons to the rest of the class. Over the following nine weeks, the full class takes part in the WCET programme, with continued, targeted support for the intervention group. In the final week, pupils showcase their progress through a celebratory performance.

Weeks 1–2: Preparation Phase

The programme began with a planning meeting involving the LMS tutor, the school’s Music Subject Leader, and the SENCo. This collaborative session led to the identification of eight pupils for the pre-teach intervention group. The SENCo provided valuable insights and strategies for supporting each child, which were recorded for reference throughout the programme. This aligns closely with Recommendation 2 of the EEF’s Special Needs in Mainstream Schools guidance:

“Schools should aim to understand individual pupils’ learning needs using the graduated ‘assess, plan, do, review’ approach.”
“Schools should promote positive relationships, active engagement, and wellbeing for all pupils.” (EEF, 2020)

Building Relationships

In Week 2, Rob worked directly with the intervention group. This early engagement helped to build trust, reduce anxiety, and introduce pupils to the instruments and programme structure. It laid the groundwork for effective learning behaviours. As part of the evaluation, pupils were asked how they felt before starting:

“It’s going to be loud. I don’t know how to play a trumpet. What is a trumpet?” – Charlie
“I would like to know how to play a trombone. I think it will be hard. I’ve never played a musical instrument before.” – Gracie

These comments underscore the importance of building relationships early as is highlighted in the Improving Behaviour in Schools recommendation 1.

“Research suggests that teachers knowing their students well can have a positive impact on classroom behaviour.” (EEF, 2020)

Rix et al. (2009) similarly highlight the “powerful role the teacher plays in shaping interactions and influencing learning opportunities.”

Pre-teach: Reducing Cognitive Overload

Beyond building relationships, the pre-teach phase was crucial for managing cognitive load—both sensory and instructional. According to Cognitive Load Theory (Sweller et al.), reducing intrinsic load through pre-teaching allows pupils’ working memory to be used more effectively. Kirschner et al. (2006) add:

“A student’s working memory is fundamentally limited. One approach to minimise overload is pre-teaching key concepts and techniques in advance.”

By giving children a chance to familiarise themselves with the instruments, routines, and expectations, the intervention group entered the main WCET sessions with confidence and clarity.

Weeks 3–11: Implementation and Delivery

From Week 3, Rob delivered nine weeks of whole-class instrumental teaching. The pre-teach intervention ensured that all pupils were prepared and supported for success, contributing to consistently positive behaviours and strong engagement throughout. At the end of the programme, pupils reflected on their experience:

“I loved it. I can play really loud now.” – Charlie
“It was great. I liked playing the trombone. I liked singing and playing too. It was fun.” – Gracie

Rob reported full engagement across the cohort, with no missed learning. Progress was in line with expectations for a traditional 12-week WCET programme. He reflected:

“I only wish I had had the opportunity to run a WCET like this before. The end outcomes are consistent with the traditional model, but we’ve benefited from more effective behaviours for learning due to stronger relationships and a deeper understanding of pupil needs.”

Week 12: Performance and Reflections

The project culminated in a celebratory performance for parents and peers. It was a joyful event that not only showcased musical progress but also affirmed the value of inclusive practice, early intervention, and collaborative planning.

Staff from both the school and LMS were excited about the outcome and potential of the HeadStart WCET model. As Sally Howley of LMS commented:

“Through thoughtful planning, targeted support, and expert delivery, children were provided with a joyful and impactful musical experience. Careful implementation and the investment of time supported the wellbeing of pupils, the music tutor, and the wider school team.”

Questions for Reflection

• How do you share information about pupils with peripatetic teachers?
• How much time is dedicated to this process?
• How are peripatetic staff supported in getting to know pupils?
• Are there opportunities for pre-teach activities before lessons begin?

Count Me In – A Head Start Approach | Music Mark

Special Needs In Mainstream Schools (EEF, 2020)

Special Needs In Mainstream Schools Evidence Review (EEF, 2020)

Improving Behaviour in Schools (EEF, 2020)

Cognitive Science Approaches in the Classroom: A review of the evidence (EEF, 2021)

From theory to practicals – what does cognitive science suggest for teaching practical science?