So many of us in early years education have heard – or even said ourselves – the words “I’m just not musical.” It’s a belief that can hold educators back from exploring music with children, even though music is one of the most powerful tools we have for connection, learning, and joy. The truth is, musical confidence isn’t about being a performer or singing in tune – it’s about having the courage to lead, play, and experiment. In this article with Huw Tiplady, we explore how we can shift that mindset, build confidence, and spark musical leadership across our teams.

 

Huw’s Musical Journey and Mindset Shift

Huw’s love for music began in Wales – a place commonly known as “The Land of Song.” As he puts it, “Music is inherent in Welsh people’s culture. Choirs, singers and lots of different types of musical groups are prominent in Welsh life.” Growing up surrounded by song, rugby chants, and choirs, he naturally found himself performing in school productions, singing in choirs, and even learning piano.

But moving into early years music teaching was not as straightforward as it sounds. Huw admits, “One of my fears was always about getting it wrong… teaching children the wrong thing or maybe not quite pitching my music teaching to the right level.” What helped him shift his mindset was embracing trial and error, watching what engaged children, and slowly building confidence. Over time, he developed his own “teaching toolkit,” inspired by the musicians and tutors he observed – and now he’s passionate about sharing those strategies with others.

 

Why Many Educators Say “I’m Just Not Musical”

It’s no surprise that many practitioners shy away from music, often saying “I’m just not musical.” Huw believes this comes from a mix of misconceptions and past experiences. “Some people may think that music itself is an elitist thing. Maybe they associate music with classical music, which can seem elitist to some,” he explains. Others might have tried learning an instrument as a child, only to give up and carry that sense of failure into adulthood.

Singing can feel especially intimidating. “People worry about getting it wrong, about sounding off or out of tune, or simply making a fool of themselves,” says Huw. But he encourages us to reframe our abilities: “If you can’t sing it, hum it; if you can’t hum it, clap it; if you can’t clap it, tap it! Everyone can do something.”

 

Breaking Through Barriers – Mentoring Success Story

One of the most powerful ways to build confidence is through mentoring. Huw recalls supporting a cover EYFS teacher who was nervous about leading music. “She was quite nervous to begin with, so I set up a timetable for her to observe me teaching for a few weeks, then some team teaching, then she would have a go on her own,” he explains.

The breakthrough came with structure and reflection. “I noticed that each session follows the same routine – a ‘Hello’ song at the start and a ‘Good-bye’ song at the end. I typed this out for her and modelled several sessions, always discussing them afterwards.” Over time, her pacing improved, transitions became smoother, and she grew into the role. As Huw reassures, “Music is accessible to everyone, and as long as you just have a go, this will inspire the children to do the same.”

 

What Musical Confidence Looks Like in Early Years Practice

So, what does musical confidence actually look like? For Huw, it’s less about polished performance and more about curiosity and play. “Someone who is musically confident should have that innate sense of play at the forefront of everything they do,” he says. It’s about experimenting with songs, instruments, and sounds, with a “let’s see what happens if…” attitude.

But confidence also comes with boundaries. Huw reminds us that “there has to be an element of discipline in order to keep the performer safe.” Teaching children how to respect instruments, start and stop together, and value silence (“rests”) is all part of developing musical awareness. As he puts it, “Rests are as important as noisy moments in music.” When educators embrace this balance, both freedom and structure fuel their confidence.

 

Creating Safe, Judgment-Free Musical Spaces

A big part of building confidence is removing the fear of “doing it wrong.” Huw suggests starting with everyday objects rather than traditional instruments. “This could be a bit of pipe, a kitchen utensil… even a few coat hangers. Anything really,” he explains. By experimenting with loud/soft or fast/slow sounds, staff can explore without pressure.

Introducing a ‘conductor’ role adds another layer of fun. “The conductor can decide which instruments start or stop by using hand gestures… then move this on to gestures for playing loudly, quietly, fast, or slow.” This playful approach turns music-making into a group exploration, not a test. As Huw reminds us, “Lots of people worry about getting it wrong, so using kitchen utensils could help to eliminate some of those worries.”

 

The Surprising Benefits of Music for Staff Wellbeing

While we often focus on how music supports children, Huw is quick to highlight its impact on adults too. One of the biggest benefits is stress relief. “Working in Early Years can be very stressful, so having music playing in the background can help to calm the atmosphere right down and support staff wellbeing,” he says. His own “Calming Classroom Classical” playlist is full of piano music by composers like Ola Gjeilo and Alexis Ffrench.

Music also sparks creativity and collaboration. “If the music played during learning sessions can support children’s creativity, then staff will also become more creative in the long term,” Huw notes. Research backs this up – studies have shown that background music can enhance focus and productivity at work (University of Windsor, 2005). As Huw sums it up: “Music is a social thing… it gets staff talking, sharing, exploring together.”

 

Building a Musical Culture in Your Setting

Creating a musical culture doesn’t have to mean big changes – often, it’s the small, everyday habits that make the biggest impact. Huw suggests weaving music into the rhythm of the day: “Share music recommendations… have a ‘song of the day’ or ‘artist of the week’ and get everyone involved.” In Southwark, he’s seen the success of the Southwark Listening Project, where weekly recommendations spark conversations and new explorations.

Encouraging staff to share music connected to their heritage is another powerful step. “You could explore music from different countries of the world and encourage staff to share music that relates to their background,” says Huw. This not only builds confidence but also deepens cultural understanding.

 

Practical First Steps for Nervous Educators

For those still feeling hesitant, Huw’s advice is refreshingly simple: “Just have a go. Expect to make mistakes and embrace those as much as the things that go right. There are no right or wrong answers.” A great place to start is practising with children on starting and stopping activities. Huw often uses playful verbal cues – “I lead up to stopping by saying or singing ‘Aaaaaaaand stop’” – alongside visual signals. These small steps can quickly build confidence and set the tone for musical leadership.

 

Conclusion and Key Takeaways

At its heart, this is about recognising that everyone has a musical contribution to make. As Huw reminds us, “Everyone can do something.” Whether it’s humming, clapping, or leading a simple song, the smallest steps can spark big confidence shifts. By creating safe, playful spaces and embracing mistakes, we empower ourselves and our teams to step into music leadership – and inspire children to do the same