Count Me In! is our flagship programme supporting group music-making in specialist schools. Over 10 weeks, Live Music Now musicians work closely with students and staff to create and perform a piece of music where every child has a meaningful role suited to their interests and level of musical development. In the past three years, musicians have led Count Me In! projects in over 20 schools. Here’s what we have found about the impact of the approach:
Emotional regulation
By offering long term projects and opportunities to participate in ways that build on children’s existing strengths, Count Me In supports pupils to feel safe and confident, to manage their feelings and engage positively in music making:
“We’re using aspects of the Count Me In approach inside our structural learning – circle time, goodbye time, after playtime – to help regulation. Using pattern activities to wake up bodies awakened the group first thing in the morning. After play can be a high arousal time. The musicians were able to do breathing and slow body brushing activities to bring the group down and be ready for music. There were no crisis moments, it was beautiful. We could see the impact of the session for 1-2 hours afterwards.” – Teacher, Jack Tizard School
“One pupil with PDA [pathological demand avoidance] who generally doesn’t like music and singing in class wouldn’t stay in room at beginning of sessions, [but was] staying in class and joining in by end of sessions.” – Teacher, Brooklands School
Developing resilience
Count Me In supports children’s resilience by giving them repeated, structured opportunities to make choices, contribute musically, experience success and be recognised within a group. Children become more confident and better able to express themselves through music.
“We have a pupil with ASD who is non-verbal and it is really challenging to try to get him to engage. He sat during the first two sessions with his eyes shut and his fingers in his ears, but from the third session he opened his eyes, relaxed his body language and was stimming in response to hearing the music.” – Teacher, Greenacre School
“It was incredible to see the progress that our learners made over the ten sessions. We had children at the start who struggled to engage and by the end they were participating in almost the whole session.” – Teacher, Baytree School
“It really developed their ability to focus for a prolonged period to perform and produce music. They were calm and really enjoyed their sessions. I felt the end of project performance allowed them to demonstrate their skills in a very dignified way.” – Teacher, Village School
Inclusion
Based on Sounds of Intent, the Count Me In! approach offers a structured framework supporting musicians and teachers to focus on children’s musical abilities and progression. It encourages exploration and ambition, and demonstrates that groups of children with complex needs are able to work together to create a musical performance.
“The children’s confidence in handling instruments was great to see. We have some big instruments like viola and drums we’ve been wanting to use and we feel like we can now. The children loved to feel the vibration of the instruments and that was really engaging, like they were inside the instrument!” – Teacher, Ty Gwyn School
“It was outstanding how everyone was included. It can be hard to meet such diverse needs…. The musicians’ energy, how they organically worked together and bounced off each other – it was just fantastic.” – Teacher, Jack Tizard School
“I was especially impressed with how the two classes were given different levels of challenge based on their abilities, which meant they both came out with very meaningful, successful outcomes, despite being quite different levels of ability. They experienced songwriting and playing various instruments (drums, chime bars, ukulele, guitar, hand percussion) and noticeably grew in musical confidence, for example in improvising and leading the group.” – Teacher, Wembley Manor School
I know already the pupils are loving it, especially by their smiles. They are learning skills and they are happy and are taking aboard on what they are being taught. Our learners will also gain confidence to perform, and their learning will contribute towards their BtEC that they are doing in school.” – Teacher, Mowbray School
Communication
Count Me In! focuses on group music making, with everyone’s contribution equally valued. This promotes collaboration in a way suited to each individual’s communication preferences and needs.
“New communication witnessed, increased engagement with eye gaze device for music has seen an improvement in overall use for communication.” – Teacher, Avalon School
[Using the echo microphone] Two pupils with emerging verbal communication: one said some new words into it, another confidently made lots of new vocal/word-like sounds we hadn’t heard before.” – Teacher, Brooklands School
“Pupils that find it hard to interact with others opened up with the Live Music Now musicians, expressing [themselves] through music and voice. The whole group matured and developed skills they can use throughout life.” – Teacher, Mowbray School
Building a classroom community through music
The use of the Count Me In! resources, including online backing tracks and bespoke resources created by the Live Music Now musicians, enabled staff to remind students of the songs. Teachers used the resources to support students’ learning, and learned a lot of the songs themselves. One staff member mentioned how a student had been “singing it all week!” Another commented that “as an older member of the support staff, I am also learning new skills as I’m being included with the learners.”
Count Me In provided an opportunity for all staff and pupils to make music together: a real “classroom community”.
“I will continue with a similar project myself in school, inspired by this project. It made us see a PMLD ensemble was possible.” – Teacher, Village School
“The CMI project has enabled all pupils that we have worked with, [to] feel involved, feel valued, and feel part of a group.” – Musician
“Particularly striking to me was how some students who often lacked confidence speaking managed to get up and really confidently lead call-and-response/conducting activities in front of the rest of the class, which was lovely to see.” – Musician
