Why we do it

Why we do it

While schools are under increasing pressure to perform, teachers constantly have to adapt traditional methods to keep children engaged and learning. This is made harder by the burden of evaluation and monitoring tasks, often resulting in reduced preparation time. Teachers and carers face escalating challenges of differences in language & ability and attention & behavioural problems when educating pupils.

One in six primary school pupils do not have English as their first language with some East London LEAs having up to 76% EAL learners in primary scools.
– January 2013 School Census by the Department for Education.

53% of primary school  teachers say teachers say they have seen worsening behaviour.
– Teacher Support Network, February 2014

Early Years & Foundation (EYFS) and Special Educational Needs (SEN) Professionals

Early Years and Foundation professionals and child-care workers have an exhaustive framework containing 17 learning goals to nurture and assess amongst their children. There is abundant research demonstrating how rhymes, stories, songs, music & movement are powerful and motivating ways to nurture development in all of the key areas: Communication and Language; Physical Development; Personal, Social and Emotional Development. Yet, unfortunately, many EYFS professionals lack the skills to lead confident and varied singing and storytelling activities.

The governments’ current focus on speech and language means that these skills are need more than ever, both in EYFS & SEN. A key to triggering this confidence is ensuring the music is fresh and appealing to both children and adults. Sound Futures techniques and activities facilitate a fun and efficient way of supporting and assessing early years development.

‘Those children who develop the ability to hear the individual sound categories within a word are able to associate these phonemes with their written letter representations.’
-Professor Sima H. Anvari (et al.), 2002: 111-112.
‘Music’s contribution to speech development comes from the opportunities it provides for exercising and learning to control the instruments of speech and making the voice more modulated, varied and expressive… [it can] provide children with essential preparatory skills for reading by developing their ability to make fine aural discriminations between sounds; providing a range of sound platforms.’
– Youth Music and Northumbria University, 2006: 6


There has been much publicity in the press over recent years about narrowing the attainment gap between rich and poor. Reports have stressed the importance of a positive home learning environment in supporting children’s formal learning. Verbal communication and home reading routines are the key areas.

However, parents sometimes struggle to engage their children in reading if they lack the confidence or creative ideas to make it fun. Competing with thrilling sounds and visual effects of the latest video games, movies or television programmes can seem an unwinnable battle.

2014 has also seen a focus on the importance of attachment between parents and children. Children under three with an insecure attachment are more likely to suffer from aggression, defiance and hyperactivity when they get older and are more likely to leave school without further education, employment or training. Those with a secure attachment however, will be more resilient to poverty, family instability, parental stress and depression, according to the study.

“The attainment gap between rich and poor opens up before children start school, is visible during the infant years and increases over time.”
– White Paper, The Importance of teaching, 2010
Around 40% of children lack a strong bond with parents and are more likely to face educational and behavioural problems growing up.
– Sutton Trust, Baby Bonds – Parenting, attachment and a secure base for children 2014