Music Development

Music Development Plan Summary:
Castle Hill School

All schools should have a music development plan from academic year 2023-24. Schools are expected to publish a summary of their plan on their website from academic year 2024-25.

This template is designed to support schools to produce the summary. It should set out how the school will deliver high-quality music provision in curriculum music, co-curricular music and musical experiences, taking into account the key features in the national plan for music education:

timetabled curriculum music of at least one hour each week of the school year for key stages 1 to 3
access to lessons across a range of instruments, and voice
a school choir or vocal ensemble
a school ensemble, band or group
space for rehearsals and individual practice
a termly school performance
opportunity to enjoy live performance at least once a year

The summary should reflect your school’s music provision for the given school year and your plans for subsequent years. It should also refer to any existing partnership with your local music hub or other music education organisations that supports the school with music provision.

Before publishing your completed summary, delete the advice in this template along with this text box.

Overview

Detail	Information
Academic year that this summary covers	2025-2026
Date this summary was published	October 2025
Date this summary will be reviewed	October 2026
Name of the school music lead	Robyn Webster
Name of school leadership team member with responsibility for music (if different)	Robyn Webster
Name of local music hub	Musica Kirklees
Name of other music education organisation(s) (if partnership in place)	N/A

This is a summary of how our school delivers music education to all our pupils across three areas – curriculum music, co-curricular provision and musical experiences – and what changes we are planning in future years. This information is to help pupils and parents or carers understand what our school offers and who we work with to support our pupils’ music education.

Part A: Curriculum music

This is about what we teach in lesson time, how much time is spent teaching music and any music qualifications or awards that pupils can achieve.

At Castle Hill School we intend to provide a safe, secure, caring environment where everyone is valued and respected equally. We aim to provide an inclusive education where children develop independent learning skills and are taught according to need whatever their age, gender, background, beliefs or abilities.

We are an academy based in Newsome, Huddersfield. Our inclusive school provision meets the needs of learners with highly Complex Needs including those with Profound and Multiple Learning Difficulties, Severe Learning Difficulties and those with Multi-Sensory Impairments from the age of 3 to 19.

The fundamental principle behind curriculum design at Castle Hill School is personalisation. The learning needs of each pupil are rigorously assessed on entry to the school and on a regular basis through their school career. In this, every aspect of each pupil’s learning needs is reviewed, bringing in the experience and expertise of a wide range of staff, professionals and parents/carers to identify priority areas for the pupil’s personalised curriculum. Each pupil’s curriculum is therefore bespoke.

For more information, please refer to the Curriculum Statement on the website.

Our music curriculum derives from an amalgamation of sources from the National Curriculum Music, pre-key stage standards, EYFS development matters and birth to five matters, QCA and Quest. National legislation, the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 re disabilities, race relations and special education needs underpin this policy, which has also taken into consideration national, local and school policies on Special Educational Needs, Equal Opportunities and Health and Safety. The curriculum is ever changing and reviewed annually to meet the need of the current cohort. There is a Curriculum Overview available online which highlights our Intent, Implementation, Impact and any additional information. The music policy is also available online. Music Policy

Music is universally accessible and universally beneficial within our school. As well as driving engagement, motivating movement and communication, providing a structure for language, and supporting cross-curricular learning, music is joyful and social.

The Arts can change the way in which pupils think, feel and respond. It acts as an integral part of culture, past and present and facilitates links with home, school and the wider world.

We provide an education in music, as well as using music in other lessons, that is accessible, achievable, motivating and personalised.

Vision and Objectives

Our music curriculum aims to engage all students through a variety of musical experiences, fostering creativity, communication (both expressive and receptive), and emotional regulation. Music is embedded throughout the day, serving as a tool for learning and development. Our approach includes explicit music sessions, daily musical cues, and opportunities for self-expression through a range of instruments and music technologies.

Curriculum Intent Statement – Music

The Music curriculum aims to provide enriching and stimulating environments incorporating rhythm and rhyme, which encourage pupils to experience and participate in their learning. The curriculum links with phonics, where all our students benefit from experiencing and exploring phase one phonics. The curriculum aims to contribute to student’s anticipation of their daily routine through familiar, consistent music cues. Through the implementation of this Curriculum, we aim to empower learners to develop their confidence, communication, anticipation and exploration when exploring music including rhythm and rhyme.

Embedding Music Throughout the Curriculum

Music is interwoven into the daily routine and learning experiences. It serves multiple purposes:

Routine Understanding: Musical cues signal transitions between activities, helping students understand when to move from one task to another. For example, a specific melody may indicate that something has finished, while the clinging of cymbals alongside a specific tune can signal the start of a new lesson. These musical cues resonate throughout school to ensure continuity in our approach.

Students are supported to express emotions through music, whether it’s through song, movement, or playing an instrument. This helps in developing their social skills and emotional understanding.

Personalised Learning: Instruments and technology are tailored to meet individual needs, ensuring all students can participate in musical activities, such as:
Klipit-Korg: This accessible keyboard allows students with physical impairments to experiment with sound, supporting both musical exploration and fine motor skills.
Resonance Board: Ideal for hearing-impaired students, it translates sound into vibrations, providing a tactile music experience.
Sound Beam: A sensor-based device that allows students to create music through enhanced auditory experiences, allowing for personalised music therapy sessions.
Wheelchair-Accessible Playground: Incorporates a musical tunnel with opportunities to experience and purposefully make sounds.

Music is explicit throughout all class timetables in Castle Hill. It has cross-curricular links throughout the day, which is displayed in the example timetable below.

Example Timetable

(Click to enlarge)

Core (runs throughout timetable):

Communication: Receptive skills (Listening, Reading), Expressive skills (Speaking, Writing)

For this class, receptive and expressive skills will be seen through all areas (including aac) and run through all sessions. For example: see and learn, mark making activities, choosing

Mathematics: Number, Using & applying, Shape space & measure, Schema

For this class, mathematical learning will be generally seen through schema, early number and shape skills and problem solving

Physical Development: Physiotherapy, Body awareness, Personal care, Feeding & swallowing

Walking, Climbing, fine motor skill development

Subject specific (individual subjects identified within the timetable below):

PSHE, SMSC RSE Citizenship Careers Wellbeing Safeguarding Behaviour For this class, wellbeing, safeguarding and behaviour will be seen in our behaviour for learning

Knowledge and Understanding of the World: Science, ICT, DT, Geography, History, RE

Expressive Arts: Music, Art & creativity, Drama

Sensory: For this class, a sensory approach to teaching and learning will be seen throughout

Supporting Transitions and Actions

Music plays a crucial role in easing transitions and enhancing focus. By using specific tunes or rhythms to signal changes, we help students anticipate what’s next, reducing anxiety and increasing engagement. Additionally, musical activities that require movement support motor skills and promote a sense of rhythm and coordination.

Partnerships

We collaborate with various organisations to enhance our music curriculum:

Parallel Rhythms Project: A project funded by Paul Hamlyn Foundation that focused on using rhythm to improve social skills and communication. The project was an innovative exploration of the learning opportunities inherent within traditional and digital mark-making, experienced through creative happenings. Putting inclusion and the celebration of individuality at the forefront, this programme aimed to deliver art, music and projection activities that are joyful and engaging. The activities provided rich opportunities for reflection and ultimately action, providing a platform for teachers to further develop creativity within their practice and teaching, along with the ability to ignite and inspire learners. The project aimed to provide a lasting impact on teachers’ creativity and students’ understanding and enjoyment supported through rhythm and rhyme. The learning opportunities and creative outlets for teachers continues to be promoted as a result of the project’s intent and implementation.
Jessie’s Fund: A registered charity which helps children with additional and complex needs or serious illness to communicate by using music. Jessie’s Fund has provided and will continue to have input in developing our core songs of reference as well as input and ideas for structured learning, supporting emotional and social development. Castle Hill School have recently joined the new school’s network within Jessie’s Fund to continue to build upon previous work.
Nordoff Robbins: A music therapy Charity. Castle Hill employ a music therapist to work directly with students to facilitate personal expression and emotional connection through music. They provide quality music therapy input for Pupil Premium students as well as whole class input.
Mrs Sunderland Festival: Students participate in this annual event, showcasing their musical talents and building confidence.
Events coordinated by Musica Kirklees: Students continue to have opportunities to engage in musically themed events, shared with a range of other schools including a Samba Day.
Internal Triad Partnership: A number of teachers within Castle Hill School are part of the Rhythm and Rhyme lesson studies group aiming to embed rhythm and rhyme within school. They have collaborated with Jessie’s fund to provide a bank of songs to support with understanding of routine as well as promote engagement and enjoyment of rhythm and rhyme within students’ routines. This includes providing training for Lunchtime Support Assistants, presenting to the whole school team on training days, sharing resources including a bank of songs, carrying out learning walks to measure impact and sharing developments with the School Improvement Partner about how rhythm and rhyme helps frame transition.

Conclusion

Our music curriculum is designed to be inclusive and responsive to the needs of all students, especially those with SEND. By embedding music throughout the day and providing tailored experiences, we foster a rich, engaging learning environment that supports personal and social development. Through partnerships and innovative resources, we ensure every student has the opportunity to explore and enjoy music in their unique way.

Part B: Co-curricular music

This is about opportunities for pupils to sing and play music, outside of lesson time, including choirs, ensembles and bands, and how pupils can make progress in music beyond the core curriculum.

Music resonates throughout the Castle Hill daily routine throughout school. It is embedded as part of our core Multi-reference cues within transitional opportunities and cross curricular links with other structured sessions.

Castle Hill have bought into Nordoff Robins to provide a Music Therapist two days a week. Within this time period, classes are provided with musical input and opportunities to explore and further develop their musical understanding. 1-1 sessions are also provided with bespoke, personalised input. The impact that this has on Pupil Premium students is documented for each piece of input.

Classes engage in musical input from themed day specific lunch time activities, such as parachute songs, where rhythm and rhyme is explored and celebrated.

Pupils also benefit from music specific Pupil Premium Input, which serves as a cross-curricular opportunity. Music is combined with Intensive Interaction as well as the phonics link of rhythm and rhyme. The impact that this has on students is documented for each piece of input.

Staff have the opportunity to explore their own creative outlet, with Ukulele Group. Once a week, staff can attend Ukulele group, which enables staff to develop their musical confidence and thus have a positive impact on the musical input within class.

Castle Hill is a member of the Music Mark, leaders in High quality Music education. We also receive input from Music Kirklees, which provides opportunities to engage in partnerships with other music education organisations.

Assessment and Accreditation

AQA Units: We incorporate AQA units to recognize students’ achievements in music, tailoring assessments to individual capabilities.
ASDAN Units: Students can also engage in ASDAN projects that focus on musical skills, enhancing their portfolio and life skills.

Part C: Musical experiences

This is about all the other musical events and opportunities that we organise, such as singing in assembly, concerts and shows, and trips to professional concerts.

Within Castle Hill School, students have the opportunities to engage in a wide variety of Musical experiences.

Sign and sing

Every Tuesday afternoon for Primary and Early Years students and every Friday afternoon open to the whole of the school, Castle Hill host sign and sing; an opportunity for students to engage in familiar songs signed by the staff and modelled by Makaton tutors. This is a Cross-Curricular opportunity with SMSC, as students have the opportunities to engage with or experience the music alongside other peers.

Here at Castle Hill School, we also host key event assemblies, such as Harvest and Easter. Students are provided with the opportunity to participate in performances including songs related to the celebration. Parents are invited to attend and celebrate these key events.

Each year, Castle Hill School host Castle Fest in the Summer term. Castle Fest consists of an array of multi-arts performances made available over a two day period for all students to experience and enjoy.

Each year, Shelley Over 60’s Ukulele band host a performance at school with the opportunity for classes to participate in this musically enriching event.

Shabang! Inclusive Learning, a Charity which provides high quality accessible and appropriate creative arts provision for children and young people with additional needs and their families continues to provide invaluable multi-arts input for our school. Our children thrive from the inclusive opportunities Shabang! bring, such as an act during Castle Fest.

All musical opportunities are funded by the school or partnerships with the school.

Our partnerships have been carefully considered to align with the unique needs of the pupils at Castle Hill School. In terms of the Local Music Hub, (Musica Kirklees), advise has been given by Castle Hill School to the Hub on means of increasing the inclusivity of current events provided. Castle Hill continues to reach out to form further music-related partnerships, providing students with increased opportunities to engage in music enriching experiences.

In the future

This is about what the school is planning for subsequent years.

Moving forwards, Castle Hill aims to increase musical resources appropriate to all needs as well as ensuring the maintenance and upkeep of current resources so that students have access to a wide range of musical input. The music room will continue to be updated to provide an enriching space for students to express themselves musically.

The Music mastery intent each year changes to ensure that all music related targets are covered, including voice. Progress is measured through pupil progress monitoring systems.

As a school, we will continue to ensure that opportunities are provides for students to enjoy live performance at least once a year from a range of inclusive sources. We also aim to increase links, using new partnership within the Trust, such as the Honley High School choir/band.

We are always open to new opportunities for external Charities, provisions or companies to provide invaluable input.