Skip to content

Choirs, music groups & after-school clubs

Belonging, teamwork and positive behaviour through shared music‑making

Choirs-music-groups_wide

School impact at a glance

  • Strengthens behaviour, attendance and engagement
  • Provides structured, positive lunchtime and after‑school activity
  • Develops leadership and responsibility in pupils

Overview

Group music‑making is central to a rich and ambitious school music offer. In line with the National Plan for Music Education, pupils should have regular opportunities to sing in choirs, play in ensembles and take part in a diverse range of musical groups that enrich learning, support wellbeing and strengthen school culture.

Hertfordshire Music Service works with schools to design and deliver inclusive, aspirational and sustainable programmes that fit your pupils, priorities and timetable.

What we offer

HMS provides specialist practitioners to lead a wide range of musical groups delivered during or beyond the school day, including:

  • Choirs
    Developmentally appropriate singing groups from KS1–KS5, supporting vocal technique, musical literacy and ensemble confidence.

  • Instrumental Ensembles
    String groups, orchestras, wind bands, brass ensembles, ukulele groups, guitar ensembles, percussion groups and mixed instrumental groups.

  • Bands & Contemporary Music Groups
    Rock and Pop bands, songwriting clubs, music technology groups and hybrid ensembles shaped around your pupils’ interests and your school’s instrumental profile.

  • Specialist & Bespoke Ensembles
    SEND‑adapted music‑making, beginner instrumental clubs, or project‑based ensembles linked to curriculum themes or whole‑school priorities.

All sessions are led by HMS teachers with expertise in inclusive practice, progression mapping and high‑quality musicianship.

Session structure

  • Delivered during the school day, or as before‑school, lunchtime or after‑school provision.
  • Minimum one term.
  • 60 mins per week (30 mins where HMS already on site).

Many schools work with PTAs/Friends Associations to support funding and widen access.

Information:

Cost (from September 2026)

  • £54.04 per hour, per teacher

What your school provides

To ensure the best possible experience, schools are asked to provide:

  • A suitable teaching or rehearsal space
  • Support with parent/carer communication where needed
  • Encouragement for regular pupil attendance
  • A termly or annual calendar for the HMS teacher
  • Opportunities for pupils to perform and celebrate their progress

Why choirs, music groups & after-school clubs matter

Group music‑making is a powerful way for pupils to develop their musicianship while strengthening key personal and academic skills. Choirs, bands and ensembles foster confidence, teamwork and resilience, and provide meaningful opportunities for pupils to contribute to school life through performances and shared musical achievements. These experiences enrich the curriculum, build community and help pupils feel a strong sense of belonging.

Foundation skills strengthened

Participation in choirs, ensembles and music clubs supports the development of:

  • Inhibitory control – responding to cues, managing start/stop signals and dynamic changes
  • Teamwork and collaboration – working towards shared musical goals
  • Communication skills – listening, turn‑taking and using non‑verbal musical cues
  • Leadership and responsibility – taking musical roles, guiding peers, supporting rehearsal routines
  • Sequencing and organisation – preparing music, planning practice and following structured rehearsal processes
  • Sustained attention and focus – maintaining engagement throughout extended sessions
  • Persistence and self‑regulation – rehearsing, refining and improving performance over time.

Why this is cost-effective for schools

This provision offers excellent value for money by:

  • Improving pupils’ sense of belonging, behaviour and engagement through structured teamwork
  • Supporting attendance around key school moments such as assemblies, events and celebrations
  • Providing high‑quality enrichment on site, reducing the need for external clubs and agencies
  • Offering positive lunchtime or after‑school activities that help reduce low‑level behaviour incidents
  • Making efficient use of shared resources and staff expertise across cohorts
  • Creating progression pathways into school, hub and county ensembles without additional brokerage
  • Developing pupil leadership, which in time reduces staff workload.