Why building connections via schools is a great place to start

Schools are hubs. They are places where children, teachers, administrators, and families already intersect. When two schools reach out in friendship rather than competition, when they share time, expertise, songs, hope – relationships are formed that are organic, powerful, and lasting.

By working together with Ford:

• we tap into existing strengths (Ford’s singing history) and build upon them rather than re-invent the wheel;

• we provide role models and pathways: for example, seeing older boys in City of Sons or seeing peers from Mayflower leading parts can help younger children imagine themselves there;

• collaboration breaks down “us vs them” silos: school identity and pride still matter, but sharing through music helps us also see each other as part of a larger, more supportive community.

 

Why music and singing are perfect drivers for connection

From what we saw today, certain features of singing make it ideal for connecting people, both children and adults:

• Universality & Accessibility: Everyone can sing, even if just a little. You don’t need an instrument or advanced training to join a singing session; you only need voice, courage, and willingness. This lowers barriers.

• Shared doing, shared purpose: Preparing a song, rehearsing together, performing builds teamwork, empathy, listening and trusting others. The act of singing in harmony is a kind of metaphor for community: each voice matters; when one drops out, the whole lessens.

• Emotional resonance: Singing carries emotion. It connects us to identity, culture, memory. It gives children and adults alike a way to express belonging, pride, joy (and sometimes vulnerability).

• Inclusivity, when done well: Inclusive singing (in terms of gender, cultural background, ability) sends the message that everyone belongs. Good practice - choosing repertoire, creating safe space, encouraging all voices - helps reduce the barriers many feel, especially boys or children who think singing isn’t for them.

Empirical research supports this. A review of primary school music education in North Tyneside (UK) found that group musical activities, such as choir, help children develop confidence, social skills, and cultural awareness, and strengthen memory and pattern recognition.  

Also, music programmes that work with the community, or across schools, enhance not just musical outcomes but also social-emotional learning and a sense of belonging.  

 

Reflections from today: What we saw, what we can build

During today’s workshop,

• children from Ford were enthusiastic, many more boys than I expected tried out singing as part of the collective;

• staff joined in, watched, helped model parts – those cross-school teacher interactions already started something;

• there was genuine excitement when we talked about City of Sons - a few boys said they’d like to try it.

These are small sparks, but they matter.

 

How this can grow: families, teachers, whole community

To expand this developing connection into something more lasting, here are some of the ideas and pathways we’re exploring between us:

1. Joint Performances and Events

Organise concerts or singing showcases where both schools perform together. Invite families from both, maybe have a combined choir number. Shared experience, shared pride. We experienced this during our recent MCA Summer Festival where a wonderful group of children from Ford opened our PL2 MCA Summer Festival of Music and Arts alongside some of the areas most established choirs.

2. Shared Practices / Peer Mentoring

Older choir members from Mayflower might mentor or co-lead sessions at Ford (or vice versa). Boys already in City of Sons can perform at Ford, or lead workshops, showing inclusivity in action.

3. Family Involvement

Encourage parents and caregivers to attend concerts, even to learn a song themselves. Perhaps a “Families Sing” night, or workshops where families learn together with children or join one of our established community choirs, such as the North Prospect Community Choir and/or Blokes Who Sing. This builds home-school links: when families are part of singing, they understand and support what is happening in school.

4. Teacher Collaboration

Music teachers (and more broadly, classroom teachers) from both schools can share ideas, repertoire, resources. Joint CPD (continuing professional development) around singing pedagogy, or around breaking down barriers to sing (gender, confidence, etc.). Teachers working together increases consistency, creativity, morale.

5. Community Partnerships

Local choirs, faith groups, community centres, youth services can be involved. For example, local choirs may co-perform or offer rehearsal spaces; community events can feature school choirs, or schools could send out invitations to broader audiences. This helps widen the circle of connection beyond the school gates.

 

What evidence shows this works

• Research into family-school partnerships shows that when families are involved in schools - beyond just parent-teacher meetings - children’s academic outcomes, social skills, attendance, and emotional well-being improve.  

• Studies of music in primary schools show enhanced self-esteem, emotional resilience and social cooperation from students who participate in choirs or music ensembles.  

• On inclusivity and barriers: the resource “Breaking the Singing Barrier” (ISM Trust / Voices Foundation etc.) outlines how psychological, cultural, and institutional barriers (including gender stereotypes) reduce participation, but also how inclusive practice (safe space, support, role models) increases engagement especially among underrepresented groups.  

 

Conclusion

Today’s workshop was not only about songs, voices, or technique. It was about what happens between the notes: the relationships, the bridges, the sense of shared purpose. When Mayflower and Ford come together through music, we will do more than create beautiful sound: we build trust, understanding, and belonging between two communities.

The seeds planted today - in eager young voices, in the smile of a teacher from one school watching another, in the idea of a combined concert - can grow into something much larger. A network of connected schools, families that see each other as part of a wider musical family, and ultimately a community where singing (and being together) is not peripheral but central.

I look forward to seeing what we build together: more boys finding their voice, more choirs, more shared stages, more connections - from classroom to home to community. Because in those connections, we believe, lies one of the greatest powers of education.