Project information

Primary Music Education for Minority Communities

London Music Masters believes that every child, regardless of background or social circumstance has the right to an excellent music education. For 10 years, we have successfully run a music programme in areas of genuine social/financial need in primary schools in Westminster, Islington & Lambeth.

January 2018 - July 2018

Charity information: London Music Masters

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  • Need


    Depending on where a child attends school and the resources made available to that school, a child’s access to music may be basic, limited or inadequate. We aim to create a model that permits all our children to access excellent music tuition – at no extra cost. It’s about so much more than music, it’s the message we deliver about parity of opportunity, a child’s right to a quality education – and our determination to level the proverbial ‘playing field’ in music.


    We provide all children at our schools with musicianship classes, establishing an important cultural foundation in Early Years schooling. Children are provided with their own instrument to learn in primary school. Classes are small, tuition personalised. Children with exceptional potential will naturally end up on our mentoring programme. Those who choose another route to greatness will accompany our future leaders initiative: empowerment and progression according to their own inspiration.

  • Aims

    Aim 1

    To offer all children (in our schools) a quality introduction to music during their Early Years.


    » Will ensure all schools are offered Musicianship classes;
    » Will carry out lesson observations for Musicianship, by external professionally-accredited evaluators.

    Successful implementation of musicianship in all seven primary schools (unless the school requests otherwise).

    Aim 2

    To be able to provide each child, from Year One, with their own instrument to take home.


    » Will provide all children on our programme with their own violin or cello, according to their specific programme.
    » Will continue to source suitable funders for the provision of these instruments.
    » Will secure the continuation of our preferred rate with our instrument supplier.

    Each child has their own violin or cello.

    Aim 3

    To be able to demonstrate a positive impact on the children’s soft-skills development.


    » Will seek to gather data that attests to the development of soft-skills, beginning in September 2017.
    » Will gather anecdotal evidence from our community of teachers and parents regarding the development of their children throughout the programme.
    » Will survey the alumni network to assess what they feel the programme has given them.

    Indications that we are impacting on the children’s broader social development.

    Aim 4

    To positively impact on the wider school’s community (teachers, parents).


    » Continue to encourage and support parents who wish to attend classes with their children.
    » To ensure that our tuition and teaching materials are accessible to our parent body.
    » To offer a series of performances that these communities can be part of, or attend – in and out of class time.
    » To ensure our parents are kept engaged and informed about our programme, particularly at the transition stage from primary to secondary.

    Reports of good parental engagement / attendance across our community of schools. Action taken to encourage parental involvement.

    Aim 5

    To be able to identify those children with exceptional musical potential for our Pathways programme


    » To actively encourage children who show potential to voice their desire to take part on the programme.
    » To keep parents briefed and involved, so they feel confident to encourage their children on this path.
    » To ensure that teachers nurture all children, regardless of musical ability, whilst remaining attentive to exceptional musical talent.

    To ensure all (means-tested) children showing the necessary potential are presented with zero barriers to access our mentoring programme.

  • Impact


    Two-fold: we impact on the social construction of the Arts sector injecting it with diverse demographics, ideas and talent. We are also working on how children, from some of London’s most challenged communities, perceive their futures. By empowering our youth with an explicit disregard for DNA, life context and environment - we are doing the opposite to many they will come into contact with. We are saying ‘you have greatness within’, all you need is the chance to access the tools to unleash it!


    There are variables that we do not control. A child’s home environment may impact on their ability to practice; we factor in additional in-school time. A school might have budget cuts that prevent it from committing its contribution to the programme; we help schools fundraise and continue to support in excess of 78% of the costs of the programme. We might have a decline in school roll; our Team will adjust the programme to attain the same high standards, but in line with a school's needs.


    Depending on the profile of the donor (according to financial support), we have different levels of engagement. We use newsletters, emails, our annual report, periodic school updates, and invite our entire community to our public performances. We also respond well to individual enquiries.

  • Budget

    Budget - Project Cost: £12,000

    Loading graph....
      Amount Heading Description
      £10,846 Teaching 50% Learning Programme at St Barnabas
      £1,154 Instruments Violins for all K1 and K2 children
  • Background


    This project focuses on our work in St Barnabas, in Westminster. This is a smaller-than-average-sized primary school. The proportion of pupils known to be eligible for support through pupil premium funding is well above the national average. Over 90% of pupils are from minority ethnic groups. The proportions of pupils who are disabled or who have been identified with special educational needs is higher than average. The largest SEN group has speech, language and communication difficulties.


    60 children across Reception, Year 1, Year 2 and Year 3. Children aged four – eight. Three teachers across Musicianship and instrumental classes. Assuming an average household of 2.47 individuals, the broader community impact will be at least 148 family members. Furthermore, counting with public performances, our inaugural Children’s Music Festival, and community ‘bridge’ projects, we will reach a broader group of individuals. This year’s RFH schools' performance included an audience of 1000+.

  • Why Us?

    Why Us?

    We have 10 years of experience and have demonstrated the impact of our programme across 3 boroughs and 7 diverse communities. 90% of parents surveyed felt LMM Learning had a positive impact on their child’s sense of achievement. Head teachers across all partner schools are reporting greater engagement with parents as a result of our work. Children from our first 4 years of ‘graduates’ have received scholarships to independent schools, bursaries and music awards.

    Read more about the Charity running this project.


    Roz DeVile – LMM Learning Director

    Roz studied composition & violin performance at KCL. Roz led the management and development of an East London primary school’s music programme.

    Dafydd Evans – LMM Projects And Partnerships Lead

    Studied music in Cardiff. Moving to London, he then coordinated the national training programme for teachers & arts practitioners for the Art Award.

    Katrina Damigos – LMM Schools Lead – St Barnabas

    Trained as a violinist and singer (Purcell School, Royal Northern College of Music) before becoming dedicated to Music education and Ethnomusicology.

    Ann Townshend - Head Teacher

    Taught for over 25 years and has worked as a local authority consultant, supporting colleagues to develop teaching and learning in primary schools.