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Greenmead Primary School in Wandsworth, a specialist setting for children aged 2 to 11 with profound physical disabilities, PMLD, and complex health needs, has long recognised the power of creative music making. After a successful five-day project with Jessie’s Fund before the pandemic, staff saw
firsthand how interactive music could unlock communication, engagement,
and joy among pupils who often face significant barriers to expression.
Building on that foundation, Jessie’s Fund returned in December 2024 to begin a year-long staff development programme, designed not only to bring the benefits of music into classrooms, but to embed a culture of confident, creative music making throughout the school. The project concluded in December 2025 and its impact has been profound.
Led by musicians Stef and Mark, the programme combined coaching,
observation, co-leading, and structured reflection. Over the year, they worked
closely with selected ‘music champions’, teaching assistants and teachers chosen for their passion to introduce music into the school’s everyday activities.
Greenmead staff appreciated that this was not a one-off intervention but an
investment in long-term capacity building. Coaching took place both inside and outside the classroom, allowing staff to learn new musical techniques, design bespoke activities, and gradually move towards leading sessions independently. Regular reviews helped teachers refine content, adapt to pupils’ needs, and develop new musical confidence. One teacher, Paris, captured this transformation: ‘I have learnt to create and lead my own musical sessions and to be confident. If things don’t go to plan, that’s okay, it’s better to freestyle sometimes.’
Throughout the programme, pupils showed striking developmental and emotional progress. Children who often struggled to engage began interacting with peers, sustaining attention, and expressing clear preferences. Nuurto, a teacher, found the experience very powerful: ‘A real highlight was seeing how much music could help a child communicate, engage and express themselves… it reminded me why this work is so meaningful.’
The project has also had a noticeable impact on individual staff members and
their relationship with music. One TA, Dale, was so inspired that he bought his own electric guitar, which he has been using to learn riffs and chords to play with the children. Meanwhile, Nuurto moved a piano into her classroom, and now confidently accompanies the pupils during musical activities. By the project’s end, the music champions were confidently leading sessions across the school, using tuned percussion, music technology, guitars, keyboards, and ukuleles. They now deliver at least one weekly session tailored to their pupils’ needs.
But the project’s effects didn’t end there: additional staff also approached
the Jessie’s Fund musicians for guidance.This included a group who have begun developing yoga-and-sound sessions. Music has become embedded in the school’s daily practice and the staff’s innovations reflect this. Greenmead now offers a rich blend of sessions that support communication, sensory exploration, emotional regulation, and self-expression. The school is eager to develop the project’s impact further, particularly to support pupils’ social, emotional, and mental health, and looks forward to deepening its partnership with Jessie’s Fund.
Having completed the year-long programme, Greenmead has also become an integral part of the developing Jessie’s Fund Schools Network. This new initiative will bring together schools that have completed long-term development projects with us, allowing them access to ongoing collaboration, peer support and shared learning opportunities long after the musicians leave the building. The first network session launches in summer 2026, and will help to futureproof Jessie’s Fund’s work and ensuring that creative, inclusive music-making remains at the heart of education for children with complex needs.
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