Programmes to bring new approaches and outcomes for young people who are disengaged in learning and at risk of low attainment and/or exclusion: particularly those who have emotional, behavioural and mental health problems. Heavily subsidised in most cases.
We work with young people to engage them through the music they love; build confidence, self-belief and motivation, and so empower them to improve their life chances.
MUSIC MINDS PILOT -addressing self-harm – we are looking for two more schools to join this pilot from Jan 2017. Find out more.
DIGITAL MUSIC LAB – small group music mentoring sessions building on students’ interests and passions for music, film, gaming and other areas of their life. Includes Arts Award. Find out more.
MUSIC MENTORING – one-to-one mentoring for individuals, including those with complex mental health issues. Find out more about referrals.
SPOKEN WORD – half/one day workshops in rap/spoken word, poetry that speaks directly to teenagers. Supports English departments to improve literacy. Find out more.

We also work in Hospital Education.

Outcomes for individual students in a recent mainstream school programme:
A student working at grade D in GCSE music is now predicted to get an A. Previously he refused to perform (and so was risking failing his GCSE), but has now performed, been filmed performing, and agreed to be part of an out-of-school music project.
One student who absconded frequently hasn’t had a single incident of absconding since the project started, and has also raised one grade in GCSE music. His attendance has significantly increased.
One student has a particularly difficult home life and uses music as an escape when he’s there.
Three students have been making their own composition pieces outside of school, uploading them to websites, and showing them proudly to teachers in the school (something that their teacher said would never have happened with other work).
One student at risk of exclusion only accrued five penalty points since getting involved in the music project. In the same time frame last year he had accrued 45 penalty points.
Two students are so passionate to carry on that they have written a letter to the Headteacher to request that they can continue.

Get in touch to find out more or make a booking:



Find out about our vocals programmes and workshops.



See what people have to say about their experience of working with us.

Finding His Voice – How Callum carved out a space for his own creative world

When Hamish and Callum first met, it was obvious that Callum had a keen interest in singing. On the surface Callum was a outgoing teenager with a remarkable voice, but between the cracks, there was an ever present glimmer of a deeper struggle. 

A struggle well hidden. A struggle mapped out by a history of exclusion, ducking the mainstream and avoiding traditional curriculum; a childhood spent in the margins, without a channel for his creativity. Sometimes releasing his deepest anger, often burying it. 

Each week, sessions would strike a familiar refrain. Callum would enter the room wracked with angst and lethargy, showing little interest in the opportunity to make music in a meaningful way. 

Then, slowly but surely, reflecting on the previous week’s successes, the energy starts to build. Crafting deep, empathetic and honest lyrics and meaningful performances. Some weeks were focussed on lyric writing, some weeks on singing covers. Some weeks were just too hard to face making music, and instead, Hamish and Callum would reflect on the journey and focus on the future, to keep the momentum going; each approach just as important as the other.

Callum quickly developed a genuine command of singing improvised melodies to improvised accompaniment. Within moments, the empty classroom became his studio, his rehearsal room, his stage, and his ‘safe space.’ He’d close the door to the outside world, and enter his own.

Hamish says: ‘I’ll always remember the day everything changed… After months of singing different pop songs, Callum began exploring his voice in ways he’d never done previously. Callum always strayed away from singing in his higher register, as he just didn’t feel good enough. But that day was different, he showed a sense of vulnerability to enter the unknown, but also the determination and strength ready to face his fears head on. Step by step, together we sang a song, continuously getting higher. For every step, I could see Callum unleash another part of himself, leaving his fears behind him.”

“When COVID-19 came to light, we were all keen to make sure we could build on the progress Callum had made – worried that it would all come to a halt. Instead, the opposite has happened; he seemed to be just getting started. Over the last month, Callum has continued working through our online sessions via video chat. He has shown a passion and drive like no other, working beyond contact hours on both written work and practical. Now Callum regularly attends sessions overloaded with ideas and songs he can’t wait to present.


Click the video above the amazing original song ‘Falling’ performed by Callum with Hamish on keys.


“During my time at the school I have been delighted with the progress made and subsequently the opportunities provided by The Music Works. I am keen to continue to build on this relationship to provide a legacy for a high quality music curriculum and extra-curricular opportunities. Their work is providing a tangible music presence in the school. The value and positive impact this has made and will continue to make to the school and community is really exciting.”

Gareth Reynolds, Associate Head,The Forest High School.


“Music technology is particularly good for engaging young people who are switched off to learning. The staff have a way of working with even the most anxious pupils that brings out the best in them – they’re highly skilled in music themselves and inspire young people to aim higher. They’re very professional – collaborative, thoughtful and reliable. They really care about the outcomes for each pupil and this belief and care in each pupil helps to produce great results.”

Annalise Price-Thomas, Head of Service, Gloucestershire Hospital Education Service


“Your music leader gives people that fresh start every time they come through the door, showing he’s pleased to see them, bigging them up, and most importantly empowering them to take control of their own learning. He gives them a framework but then lets them make choices about what they do and how they do it… he can tailor the project to whoever is there, and adapt on the spot. That’s been really important. He’s always enquiring about and reflecting on the needs and situations of each student.”

Mikala Batley, Support worker, Sir William Romney’s School.


“I have been so impressed with the skill of The Music Works staff and their sensitivity and flexibility. We achieved Outstanding in our last Ofsted inspection: The Music Works were part of that success and the quality of their sessions are outstanding in terms of the input of the staff and the outcomes and progress that our pupils – most of whom have mental health issues – make.”

Annalise Price-Thomas, Head of Service, Gloucestershire Hospital Education Service


“I wrote a beat and a rap, and I liked it … we used the Apple Mac, iPad, microphone and piano. The week before … I only did a bit of the beat, but this week, I feel more confident. I know I got a bit like, stressed out … but when you actually hear it, it sounds alright.”

A student, Peak Academy.


“After just one session, the change in our student was amazing. Most importantly, there’s been a change in how he sees himself. He’s doing better in other subjects and is now planning his future. It’s very good value for money, particularly because this can be done in small groups. Your music leader has made a big difference to a lot of young people.”

Emma Stevenson, Senior Support Worker at Gloucestershire Hospital Education.


“My concentration skills are better now, and I’m much happier. I really enjoy it and now I’m doing my main Arts Award. He helps me write songs, I can never find words and the words that come out are really bad, but … he’s helped my confidence a lot.”

Nina (name changed), who had been experiencing bullying at school.


Michael finds confidence, self-belief and a route back into education
Michael is a 15 year-old who was referred to Gloucestershire Hospital Education Service because he had stopped attending school as a result of an anxiety disorder. He was painfully shy – saying he was ‘afraid’ to meet people. He was unable to leave the house, experienced extreme mood swings, and was unpredictable. Struggling with day-to-day life, he couldn’t see a future for himself, and his parents didn’t know what to do to help him.

By working with one of our specialist music leaders, he gradually built trust, learned music technology skills, and his parents said that quite quickly “there was a change in how he saw himself” and he was a “different person”, coming home after sessions happy, talkative and more sociable. As a result, Michael was able to play in front of a live audience at a competition, attend classes regularly, and has volunteered in a recording studio.

His support worker said: “It’s having an impact on all areas – he’s doing better in other subjects, and is now planning his future. Before, he wasn’t thinking about tomorrow.” Michael is now studying BTEC Music Technology at a local college.

Charlie learns she can achieve and cope

Charlie  was a 13-year old who’d been excluded from school and had been attending a Pupil Referral Unit. She had learned extreme tactics for avoiding learning – from swearing at teachers and physical violence, to running away and climbing on top of furniture. After working with one of our music leaders, she has found a new passion for and confidence in singing, and has completed a Bronze Arts Award. At one stage she said to the leader “You’re one of the few teachers that believes in me”. With his support, she put together a portfolio of work, carried out independent research, and taught him a skill that she had learned. She has shown qualities of patience, determination, creativity, and produced high quality work.

Now 15, Charlie has since continued to attend sessions with The Music Works team – her only education – for just over a year, in a new off-site Alternative Provision setting. It has been a long and complex journey, but the team report that there has been a complete transformation of her behaviour, her self-motivation, her engagement in English and Maths, her social skills and her resilience. She is expected to achieve a level two AQA qualification in Functional Skills English which will enable her to attend an FE course.

In a recent evaluation meeting she said “[This] has helped me feel like I can achieve, I have matured and am able to cope better with other people being annoying. It has been important having adults I can trust, staff here support and challenge you but don’t wind you up. I can talk very openly about things that I am struggling with”  

Find out more about the way we work and the impact it has by downloading a case study: