Building a Music Rich School at White Cliffs Primary and Nursery School, Dover

When Marc Danton was asked to take on music across White Cliffs Primary and Nursery School, he knew he wanted to do more than just deliver lessons – he wanted music to feel alive, relevant and part of everyday life. Two years on, music is woven into the rhythm of the school day, shaped by meaningful partnerships and a whole-school approach.

We spoke to Marc about how working with Kent Music and other organisations has helped build a music curriculum that reflects his school, his community, and most importantly – his pupils. Read our interview, and Marc’s beautiful responses, here.

When you first took on music at White Cliffs, what did things look like, and how did you feel about getting started?

When I first took on the music curriculum, it felt like stepping into a whirlwind with so much potential but also plenty of challenges. The curriculum itself was based around a purchased in scheme which gave a framework—covering essential music theory, instrumental skills, and the like; however, it was really aimed at teachers who were musicians and felt a little old fashioned.

Additionally, it lacked the depth that I envisioned for the children, such as elements of music history or appreciation and contemporary music, diverse genres, or creative composition.

Getting started was probably a mix of excitement and a bit of nervousness. On one hand, the chance to shape how the children experience and understand music was inspiring. On the other hand, the challenge of ensuring the curriculum was engaging, accessible, and comprehensive for both the children and staff felt a little daunting.

What made you decide to choose Specialist Consultancy as a Funded Opportunity, and how has the partnership supported you over the past two years?

Choosing Specialist Consultancy as a funded opportunity was driven by a desire to bring in expert knowledge, fresh perspectives, and targeted support to enhance the music curriculum. The decision was influenced by my personal experiences with Kent Music and their reputation amongst colleagues in other schools for providing specialised guidance, helping to implement innovative teaching strategies, and ensuring that my ideas and ultimately our curriculum aligns with current educational standards and best practices.

Over the past two years, the partnership and Zoe in particular have provided us with invaluable support in several ways. Zoe has offered us professional development opportunities, equipping staff with different approaches and a renewed confidence. Zoe was also instrumental in adding to our developing curriculum with a ‘singing scheme’ making lessons more engaging and effective.

Additionally, having Zoe, Alan and Kent music alongside us has brought a fresh, unbiased perspective—helping identify areas for improvement or growth that may not have been as obvious from within.

Overall, the collaboration probably brought confidence and clarity in refining and delivering the curriculum, ensuring the children have and are receiving a richer and more meaningful musical education.

You’ve built a culture where music is becoming part of everyday life at school – what partnerships or collaborations have helped make that possible?

We’ve been fortunate to build a strong musical culture at our school, thanks in large part to valuable partnerships and collaborations. i-Rock has played a key role in inspiring students by providing contemporary band sessions. Their hands-on approach gives children the opportunity to explore instruments, develop their skills, and experience the excitement of performing as part of a group. This has been instrumental in boosting their confidence and fostering a love for music.

Our collaboration with ENO’s Finish This program has also been incredibly impactful. This encouraged creative composition by giving our oldest children the chance to finish a piece of music started by a professional opera composer. This sparked their imagination, developed their musicality, and given them a real sense of ownership over their creative output.

Additionally, being part of Music Mark has supported our commitment to making music an integral part of school life. Through their resources and sign posting, along with that of Kent Music, we’ve been able to ensure that our children have access to high-quality musical experiences. (NB: Find out more about how Kent Music can support you becoming a Music Mark school for free here).

Together, these partnerships have helped us embed music into the fabric of our school, making it an everyday part of our children’s learning experiences and personal expression.

You’ve also brought colleagues on board! How have you worked together to embed music across the curriculum?

Bringing colleagues on board has been essential in embedding music across the curriculum, and we’ve worked together in a variety of ways to make music a natural and enjoyable part of school life.

One key initiative has been our ‘Composer of the Term’, where the whole school from our youngest to our oldest children are introduced to a different composer every term. This helps build musical knowledge and appreciation across all year groups, with teachers integrating the composer’s work into lessons, discussions, and even background music during independent activities. See more about ‘Composer of the Term’ here.

We’ve also introduced themed assemblies, where music plays a central role. Whether it’s linking songs to key historical events, cultural celebrations, or values like resilience and kindness, these assemblies have helped reinforce learning and create a shared musical experience for the whole school.

Cross-curricular projects have been another powerful way to make music more relevant and engaging. We’ve worked together to incorporate music into subjects like history, literacy, and science—for example, exploring the battle between diseases and white blood cells or our times tables as part of our TT Rockstars sessions. This approach has helped the children to see music as a tool for learning, not just a standalone subject.

Beyond structured lessons, we’ve cultivated a culture of singing and listening to music throughout the school day, even extending it to the playground. Whether it’s playing music during breaks, encouraging spontaneous singing, or using music as a transition tool between activities, these small changes have had a big impact on making music a joyful and natural part of daily life.

What does music look like now for pupils at White Cliffs – and how have they responded to the changes?

Music has truly become a vibrant and integral part of daily life for the children and staff at White Cliffs. It’s no longer limited to just music lessons—it’s embedded into the fabric of the school day. In day-to-day lessons, music is frequently used as a tool for learning, whether it’s through singing songs to support literacy, using rhythm to enhance mathematical understanding, or exploring musical pieces to inspire creative writing. This cross-curricular approach has made learning more engaging and memorable for our whole school community.

Beyond the classroom, pupils now have access to a growing range of extracurricular opportunities, including our UKS2 choir. The children get a chance to develop their vocal skills, perform at school events, and even participate in Trust wide events and performances. These experiences have not only enhanced their musical abilities but also boosted their confidence and teamwork skills.

The children have responded enthusiastically to the changes. Music is now a constant presence, whether it’s through themed assemblies, background music during transitions, or even on the playground, where music is often played during breaks. This creates a lively and joyful atmosphere that the children and adults genuinely enjoy.

Overall, music at White Cliffs is now woven into the rhythm of the school day, bringing joy, creativity, and a sense of community to our everyday experiences.

What have you seen music unlock – in your pupils, in your staff, or in the wider school community? Are there any moments that have stuck with you?

Music has unlocked so much potential and joy across the entire White Cliffs community—it’s been truly inspiring to witness. For our children, it has been a gateway to confidence and self-expression. For our staff, music has become a tool for creativity and connection. Teachers who initially felt unsure about incorporating music into their lessons are now confidently using it to enrich learning experiences.

Whether it’s playing classical music during writing sessions or leading spontaneous sing-alongs, staff have embraced music to create a more engaging and joyful classroom environment.

The impact on the wider school community has been equally profound. Our school events, such as concerts and themed assemblies, have brought families and staff together, creating shared experiences that celebrate creativity and talent.

What helped you feel ready to try new things – like starting a choir, or getting involved in national projects?

What really helped us feel ready to try new things was a combination of support, inspiration, and a willingness to take the plunge.

Seeing the enthusiasm and curiosity from our children was a huge motivator. Their excitement when trying new musical experiences gave us the confidence to keep expanding our provision.

Whether it was their eagerness to sing during assemblies or their growing interest in instruments, their passion made it clear that they were ready for more.

We were also fortunate to have the support of external partnerships and colleagues, which made it easier to take bold steps. Collaborations with programs like i-Rock, Kent Music, ENO’s Finish This, and Music Mark provided us with both practical resources and creative inspiration. Their expertise and guidance gave us the confidence to bring new musical opportunities to life.

Finally, there was an element of simply being willing to take risks. But ultimately, it was a mix of the children’s enthusiasm, external support, and a spirit of experimentation that made trying new things not only possible but incredibly fun!

You’re about to take part in the EYFS pilot with Kent Music – what made you want to get involved, and what are you hoping to explore?

We’re really excited to be part of the EYFS pilot with Kent Music because we see it as a fantastic opportunity to further enrich our youngest learners’ experiences. Early years is such a crucial stage for creativity and self-expression, and we’re eager to explore how music can enhance their development—both musically and more broadly in areas like communication, social skills, and confidence.

What drew us to the pilot was the chance to collaborate with Kent Music and learn from their expertise. We’re always looking for new ways to embed music into the fabric of our school day, and this pilot offers a unique opportunity to experiment with fresh approaches specifically tailored for early years.

Finally, what would you say to another school looking to develop their music provision – especially if they’re not sure where to start?

If another school is looking to develop their music provision but isn’t sure where to start, my biggest piece of advice would be just start small and build from there. You don’t need to have a full-scale musical revolution right away—sometimes, the simplest changes can have the biggest impact.

Begin by embedding music into daily routines. Play music during transitions, start assemblies with a song, or introduce short singing sessions during the week. These small, consistent moments help create a culture where music becomes a natural part of school life.

Reach out for support and partnerships. Collaborating with organisations like Kent Music and Music Mark can offer invaluable expertise, resources, and inspiration. These partnerships can help you introduce new projects or offer training to staff, making the journey feel less daunting.

Most importantly, let the children lead the way. Their enthusiasm and creativity will fuel the growth of your music provision. Whether it’s forming a small choir, starting to use music on the playground at lunchtime, or giving children a chance to showcase their musical talents in assemblies, their excitement will inspire your school community and build momentum.

Finally, don’t be afraid to take risks. Trying something new—like participating in a national project or hosting a musical event—can spark unexpected creativity and bring the whole school community together. The rewards, from boosting the children’s confidence to a stronger sense of school spirit, are well worth it.

Thank you so much to Marc for taking the time to share his story – and for his incredible work bringing music to life at White Cliffs.

Key takeaways from White Cliffs’ music journey:

• Partnerships make a difference. Working with organisations like Kent Music, i-Rock and ENO has brought fresh ideas, confidence and access to new opportunities.
• Small steps lead to big impact. From playing music in the foyer to starting a choir, even small changes can help shift school culture.
• Music works best when it’s shared. Cross-curricular projects and staff involvement have helped make music a natural, joyful part of school life.

Due to safeguarding, the photos used in this article are from our wider work with schools across Kent and Medway.

See more about White Cliffs’ music curriculum,

If you’re interested in exploring how Kent Music’s Specialist Consultancy could support your school, you can find out more here.