How Inclusive Music-Making Transformed SEND Learning in West Berkshire
Between March and June 2025, Dingley’s Promise West Berkshire and Boogie Mites UK collaborated on a powerful music-making pilot project designed to support children with special educational needs and disabilities (SEND). Supported by the Lanyado Fund, this initiative proved that inclusive, multi-sensory music isn’t just enrichment; it can be a transformative tool for connection, development, and joy.
Music That Meets Every Child Where They Are
The project brought together a blend of practitioner training, in-setting music sessions, and interactive family workshops, with an aim of creating sustainable, inclusive music routines tailored to the developmental needs of children with SEND.
What made the approach special was its adaptability. Boogie Mites tutor and trainer Lizzie Lock led the project, delivering practical training rooted in neuroscience while modelling techniques through live sessions. From upbeat drumming games to calming lullabies under starry lycra parachutes, each activity was crafted to meet children where they are physically, developmentally, and emotionally.
Unlocking Hidden Potential Through Rhythm and Play
Across the sessions, the results were remarkable. Children who typically struggled to participate in group activities became animated and engaged. Some, who rarely spoke, began leading musical cues or joining in with repeated refrains like “Ready, steady… GO!” One child became so attached to a tongue drum that his parent bought one to continue the experience at home – a testament to music’s power as a bridge between setting and family life.
The project supported two key groups: children with complex physical needs and those who are neurodivergent (such as those with ASD or communication differences). Whether feeling vibrations through a soundboard, playing peekaboo with scarves, or responding to exaggerated gestures and sounds, each child found a way into the music.
Practitioner Confidence: From Hesitant to Empowered
Before the project, many practitioners were using familiar songs but lacked the confidence to introduce new musical ideas. After the Boogie Mites training and support sessions, confidence levels soared. Staff began independently leading sessions, experimenting with props and new rhythms, and adapting pacing based on children’s responses.
As one practitioner put it:
“I feel confident doing the sessions and catering to each individual child’s needs.”
Another noted that there were:
“More children paying interest in it as a group time including some who very rarely partake.”
Importantly, when practitioners led sessions themselves, rather than relying on external delivery, children responded even more enthusiastically. Their trusted relationships and familiarity with the group’s needs made all the difference.
Families: Connected, Inspired, and Involved
The family workshops provided a unique opportunity for parents to take part in their child’s musical learning. For many, it was the first time seeing their child so expressive, joyful, or confident in a group setting.
One parent shared:
“I learnt how to interact in different ways with my child.”
Another said:
“Such a lovely class. Very happy to come along and would do it again.”
Parents left inspired to use music at home, equipped with simple ideas for drumming games, scarf play, and calming lullabies. The sessions also gave them space to connect with one another – something especially valuable for families navigating SEND services.
Lasting Change at Dingley’s Promise, and Beyond
The pilot didn’t end when the sessions did. Boogie Mites is now a regular part of Dingley’s Promise West Berkshire’s weekly routine. Practitioners continue using familiar songs for transitions, group play, and emotional regulation, embedding inclusive music practice into daily life.
The learning also feeds directly into Boogie Mites’ wider work. Tutor Lizzie shared her insights through our monthly webinar, practitioner notes are being updated with SEND-inclusive strategies, and Boogie Mites’ ABCD Music Methodology includes practice for children with additional needs.
Why This Matters for Mainstream Settings Too
Although delivered in a specialist setting, the project has powerful implications for mainstream early years environments. Many neurodivergent or pre-verbal children in mainstream classrooms face barriers to participation. Boogie Mites’ structured songs, predictable rhythms, and sensory-rich delivery help remove those barriers, creating accessible entry points for all learners.
As one practitioner reflected:
“I think some of the children who tend to be wanderers have been more involved with these sessions.”
Music became a gateway for focus, communication, and joy, even for children who previously struggled to connect.
A Model for Inclusion, Backed by Joy
This pilot has shown that music, when thoughtfully adapted, can be transformative. It supported communication, encouraged emotional regulation, and brought smiles to children, families, and educators alike. It built confidence, empowered practitioners, and demonstrated what true inclusion can look like in early years education.
Free Resources for Your Setting
You can sign up using the button below to access the full Dingley’s Promise SEND impact and evaluation report, a link to our SEND webinar video, and a FREE song resource to use in your setting for our song “Tap Tap Tap” from our Boogie Mites Sticks and Sounds Programme
Boogie Mites and Dingley’s Promise would like to thank the Lanyado Fund for making this project possible, and for helping shine a spotlight on the potential of music to bring every child into the rhythm of the group.
