Music Kids Academy

Music Kids Academy As a primary school leader, you have the power to empower the potential of your students, and we at Music Kids Academy are here to help you achieve that.

mms-music.co.uk providing the highest quality music tuition to schools throughout the UK. As specialists in Primary Music Education our service is perfectly fit for ages 4-11 as 1-2-1, 2-2-1 or group music lessons on school premises. Your schools budget is tight which is why you will get back 5% of the profit generated to help fund your choice of music projects in your school. "Midlands Music Serv

ices Ltd exist to provide every child on earth with a solid music education"

When we first come to your school EVERY child will receive a FREE session on either piano or guitar. Does your music service offer that?

Imagine a pill that could improve a child's concentration.Imagine a weekly drink that could improve communication skills...
09/06/2026

Imagine a pill that could improve a child's concentration.

Imagine a weekly drink that could improve communication skills.

Imagine a simple treatment that helped children work better with others, increased confidence and encouraged self-discipline.

Imagine if it was shown to support academic achievement in subjects such as Maths and English.

Imagine if it helped reduce stress and anxiety.

Imagine if it gave children a sense of belonging, purpose and achievement.

Parents would be queuing around the block.

Schools would be demanding it.

Governments would be funding it.

The pharmaceutical companies would make a fortune.

The funny thing is...

We already have it.

It's called music.

Children who engage with music regularly are often found to demonstrate improvements in areas such as listening, memory, concentration, teamwork and communication.

Teachers regularly report increased confidence in quieter pupils.

Schools often see children who struggle elsewhere finding a place where they can succeed.

I've watched children who barely spoke in class perform in front of hundreds of people.

I've seen pupils discover confidence they didn't know they had.

I've seen friendships formed through music.

I've seen children who were convinced they "weren't good at anything" suddenly realise they could achieve something remarkable.

Does music guarantee better outcomes?

Of course not.

But after more than 20 years working in music education, I've never met a child who was made worse by having the opportunity to learn, create and perform.

Yet despite all of this, music is often one of the first things to be reduced when budgets become tight.

Strange, isn't it?

What impact have you seen music make beyond simply teaching children how to play an instrument?

After 20 years in music education, I've realised something.Most music teachers don't need another course.They don't need...
05/06/2026

After 20 years in music education, I've realised something.

Most music teachers don't need another course.

They don't need another certificate.

And they definitely don't need another guru telling them how to become a millionaire.

What they do need is a room full of good people facing the same challenges.
Finding students.

Working with schools.

Increasing income.

Building a sustainable career.

Sharing what's working.

Avoiding costly mistakes.

So I'm putting together something I've wanted to do for a long time.

The Music Teacher Mastermind.

A small group of music teachers helping each other grow, with me facilitating and sharing everything I've learned over the last two decades.

More details soon.

For now, if that sounds interesting, drop a comment or send me a message.

Brendan

There are thousands of musical instruments sitting unused in the UK.Trumpets in lofts.Clarinets in cupboards.Guitars und...
03/06/2026

There are thousands of musical instruments sitting unused in the UK.

Trumpets in lofts.

Clarinets in cupboards.

Guitars under beds.

Instruments that haven't been played for years.

At the same time, there are thousands of children who may never get the opportunity to learn one.

So I've been working on an idea.

What if every child in a Year 1 class had the chance to learn a musical instrument?

Not just the children whose parents can afford lessons.

Not just the children lucky enough to attend a well-funded school.

Every child.

Over the coming year, I hope to pilot a programme where Year 1 children receive small-group instrumental tuition and begin a musical journey that could stay with them throughout primary school.

I'll provide the teaching at no cost to parents

The challenge is instruments.

If you have a guitar, trumpet, cornet, clarinet or other beginner-friendly instrument gathering dust and would consider donating it to help a child discover music, I'd love to hear from you.

One instrument.

One child.

One opportunity.

You never know where it might lead.

Please send me a message if you think you can help.

It's the first Monday back after half term.And naturally, many music teachers and schools are already looking ahead to t...
01/06/2026

It's the first Monday back after half term.

And naturally, many music teachers and schools are already looking ahead to the summer holidays.

To be fair...

Who can blame them?

Everyone needs a break.

But the most successful teachers I know are already thinking about September.

Not because they don't want a holiday.

Because they understand something important.

September doesn't start in September.

September starts now.

The schools that will have thriving music programmes in the autumn are having conversations today.

The teachers who will begin September with full timetables are planting seeds now.

The businesses that will hit the ground running after the summer are preparing before the summer arrives.

This isn't about working harder.

It's about thinking further ahead.

Because by the time September arrives, most of the important decisions have already been made.

Budgets allocated.

Timetables drafted.

Parents deciding activities.

Opportunities taken.

Or missed.

So yes.

Enjoy the summer.

You absolutely should.

But before you get there, spend a little time building the autumn you want to have.

Future-you will be grateful.

๐—œโ€™๐—บ ๐—•๐—ฟ๐—ฒ๐—ป๐—ฑ๐—ฎ๐—ป ๐—ขโ€™๐—ก๐—ฒ๐—ถ๐—น๐—น. ๐—œ ๐˜„๐—ผ๐—ฟ๐—ธ ๐˜„๐—ถ๐˜๐—ต ๐—บ๐˜‚๐˜€๐—ถ๐—ฐ ๐˜๐—ฒ๐—ฎ๐—ฐ๐—ต๐—ฒ๐—ฟ๐˜€ ๐—ฎ๐—ป๐—ฑ ๐—ฐ๐—ฟ๐—ฒ๐—ฎ๐˜๐—ถ๐˜ƒ๐—ฒ ๐—ฒ๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ผ๐—ฟ๐˜€ ๐˜๐—ผ ๐—ต๐—ฒ๐—น๐—ฝ ๐˜๐—ต๐—ฒ๐—บ ๐˜€๐—ผ๐—ฟ๐˜ ๐˜๐—ต๐—ฒ๐—ถ๐—ฟ ๐—ถ๐—ป๐—ฐ๐—ผ๐—บ๐—ฒ ๐—ผ๐˜‚๐˜ ๐—ฝ๐—ฟ๐—ผ๐—ฝ๐—ฒ๐—ฟ๐—น๐˜†.

 # I Was Going To Be The Next Hans ZimmerWhen I was about 13 years old, I had my life planned out.I was going to be the ...
30/05/2026

# I Was Going To Be The Next Hans Zimmer

When I was about 13 years old, I had my life planned out.

I was going to be the next Hans Zimmer.

Or John Williams.

Possibly both.

I was going to write music for blockbuster films, drive a black Ferrari around California and become internationally famous.

In my teenage imagination, the whole thing was already mapped out.

I even had my leaving-the-UK party mentally planned.

And when I returned years later, successful and triumphant, people would undoubtedly be delighted to see me.

At least that was the plan.

Fast forward a few years.

I completed my music degree, majoring in composition.

And then...

Nothing.

No Ferrari.

No California.

No film studio executives calling.

No dramatic arrival into the world of film music.

Looking back, ability probably played a part.

Although I was, and still am, a reasonably capable composer.

But with the benefit of hindsight, I think something else was going on.

Something much bigger.

I was completely in love with the destination.

And almost completely uninterested in the journey.

I wanted the success.

I wasn't particularly interested in the thousands of hours required to achieve it.

I wanted the recognition.

I wasn't especially interested in the process.

I wanted the outcome.

Not the work.

The strange thing is that I see this everywhere now.

People want the business.

They don't necessarily want the years of uncertainty.

People want the fitness.

They don't necessarily want the training.

People want the book.

They don't necessarily want the writing.

People want the destination.

The journey is often treated as an inconvenience that must be endured.

But what if that thinking is backwards?

For reasons I still don't fully understand, runners seem to enjoy running.

Not finishing.

Running.

Sailors seem to enjoy sailing.

Not simply arriving at a harbour somewhere.

And people who genuinely love travelling often enjoy the entire experience.

The planning.
The journey.
The discoveries along the way.

Me?

I've always preferred arriving.

Airports, queues and transfers have never been my idea of a good time.

But over the years I've come to realise something.

Most worthwhile achievements are accomplished by people who learn to enjoy the process.

Not because the destination doesn't matter.

It absolutely does.

But because the process is where life actually happens.

Which brings me to teaching.

I still remember my first day as a professional music teacher.

I had left behind a safe, secure and frankly rather dull full-time job.

To earn less than ยฃ80 per week.

Financially speaking, it was not a particularly impressive career move.

There were moments when it felt terrifying.

There were certainly people who thought I was mad.

To be honest, there were days when I thought I was mad.

But something happened.

I fell in love with the work.

Not because every day was easy.

Far from it.

Not because the money was incredible.

It wasn't.

Not because the future felt secure.

It certainly didn't.

But because I genuinely enjoyed watching young people develop.

I enjoyed solving problems.

I enjoyed becoming better at my craft.

I enjoyed the challenge.

I enjoyed the responsibility.

I enjoyed creating something meaningful.

And somewhere along the line, I stopped obsessing about destinations.

That doesn't mean I stopped having ambitions.

Far from it.

Music Kids Academy has ambitions.

I have ambitions.

There are places I want to go and things I want to achieve.

Destinations still matter.

A ship without a destination simply drifts.

But a destination and a journey are not the same thing.

In fact, sailors have a wonderful concept that I think applies to almost every worthwhile pursuit.

Tacking.

If the wind isn't in your favour, you don't abandon the destination.

You adjust the route.

You change direction temporarily.

You zig-zag.

You adapt.

The destination remains.

The journey evolves.

A few days ago, I had a very honest conversation with James Marshall, Jenny Halliday and Simon Shuker about the future of Music Kids Academy.

The vision.

The goals.

The progress.

The things that are working.

The things that are not.

And what struck me afterwards was how much my relationship with success has changed.

At 13 years old, I was obsessed with arriving.

At 47, I am much more interested in sailing.

Because success is rarely a straight line.

Careers aren't.

Businesses aren't.

Relationships aren't.

Life certainly isn't.

You rarely arrive where you expected.

And often, that's a good thing.

The funny thing is that if somebody had shown my 13-year-old self the life I have today, he probably would have been disappointed.

No Ferrari.

No California.

No blockbuster movie credits.

But he would have missed something important.

I wake up every day doing work I genuinely care about.

I have spent decades helping young people discover what they are capable of.

I have built something from nothing.

I have met extraordinary people.

I have learned constantly.

And I still look forward to what comes next.

That sounds a lot more like success than a Ferrari ever did.

So yes.

Have a destination.

Dream big.

Aim high.

But don't make the mistake I made.

Don't fall so deeply in love with the destination that you forget to enjoy the journey.

Because one day you may discover that the journey was the whole point all along.

One of the most fascinating things about working in schools is the variation.Some schools see music as a vital part of a...
29/05/2026

One of the most fascinating things about working in schools is the variation.

Some schools see music as a vital part of a childโ€™s education.

Others see it as something to squeeze in if thereโ€™s time left.

A nice extra.

A treat.

A reward.

Something that gets in the way of the โ€œimportantโ€ subjects.

And yet when you walk into schools where music is genuinely valuedโ€ฆ

You often notice something else.

The atmosphere feels different.

The corridors feel different.

The children feel different.

There is often more confidence.

More participation.

More belonging.

More pride.

More joy.

Now before somebody jumps inโ€ฆ

No.

Iโ€™m not saying music alone creates a brilliant school.

Of course it doesnโ€™t.

But I do wonder whether schools that take music seriously are often revealing something much bigger:

They understand that education is about developing human beings, not just producing test scores.

Because children are not robots.

They need creativity.

They need expression.

They need opportunities to perform.

To fail.

To try again.

To create something from nothing.

And perhaps the biggest irony of all?

The schools that embrace creativity often seem to produce excellent academic outcomes as well.

Maybe because children tend to learn better when they actually enjoy coming to school.

Just a thought.

๐—œโ€™๐—บ ๐—•๐—ฟ๐—ฒ๐—ป๐—ฑ๐—ฎ๐—ป ๐—ขโ€™๐—ก๐—ฒ๐—ถ๐—น๐—น. ๐—œ ๐˜„๐—ผ๐—ฟ๐—ธ ๐˜„๐—ถ๐˜๐—ต ๐—บ๐˜‚๐˜€๐—ถ๐—ฐ ๐˜๐—ฒ๐—ฎ๐—ฐ๐—ต๐—ฒ๐—ฟ๐˜€ ๐—ฎ๐—ป๐—ฑ ๐—ฐ๐—ฟ๐—ฒ๐—ฎ๐˜๐—ถ๐˜ƒ๐—ฒ ๐—ฒ๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ผ๐—ฟ๐˜€ ๐˜๐—ผ ๐—ต๐—ฒ๐—น๐—ฝ ๐˜๐—ต๐—ฒ๐—บ ๐˜€๐—ผ๐—ฟ๐˜ ๐˜๐—ต๐—ฒ๐—ถ๐—ฟ ๐—ถ๐—ป๐—ฐ๐—ผ๐—บ๐—ฒ ๐—ผ๐˜‚๐˜ ๐—ฝ๐—ฟ๐—ผ๐—ฝ๐—ฒ๐—ฟ๐—น๐˜†.

Thereโ€™s a news story today warning that 1 in 6 young people could be out of work by 2031 unless urgent action is taken.A...
28/05/2026

Thereโ€™s a news story today warning that 1 in 6 young people could be out of work by 2031 unless urgent action is taken.

And honestly?

I donโ€™t think weโ€™re asking a big enough question.

When I was at school, nobody ever taught me how to be self-employed.

Not once.

The message was always very clear:
Get a job.
Work hard.
Hopefully enjoy your life afterwards.

That was the model.

And to be fair, for a long time it worked reasonably well.

But the world has changed dramatically.

AI is changing industries.
Traditional career paths are shifting.
Entire sectors are being disrupted in real time.

And yet many schools are still preparing young people almost exclusively for employmentโ€ฆ
rather than opportunity.

Now, to be clear:

I am NOT saying everybody should become self-employed.
Running a business is hard.
Uncertainty is hard.
Responsibility is hard.
But surely young people should at least understand the option exists.

Why are we not teaching things like:
how to find a niche
how to get clients
how to communicate value
how to build trust
how to market an idea
how to solve problems people actually care about
how to create something from nothing

Not corporate jargon.
Real-world thinking.
Because self-employment is not just about money.

It teaches:
initiative
resilience
adaptability
creativity
communication
accountability

Ironically, many of the very skills employers now say they desperately want.

And hereโ€™s the interesting bit.

Creative subjects are often naturally closer to this way of thinking than traditional academic pathways.

Musicians already think about:
audiences,
identity,
positioning,
value,
performance,
attention,
connection.

Artists create.
Performers adapt.
Creators experiment.

Those are entrepreneurial skills whether we label them that way or not.

Maybe the future of education is not choosing between:
employment OR entrepreneurship.

Maybe itโ€™s teaching young people enough about both that they can navigate whichever future arrives.

Because if the world is changing this quicklyโ€ฆ
surely one of the most dangerous things we can do is educate children for only one version of it.

One of the most overlooked skills in creative education is this:Understanding that people do not just read words.They re...
26/05/2026

One of the most overlooked skills in creative education is this:

Understanding that people do not just read words.

They read design.
The font.
The size.
The spacing.
The placement.
The contrast.

All of it communicates before the brain has consciously processed a single sentence.

Take this image.

Your eye is immediately dragged towards:

โ€œYOU WILL READ THIS FIRSTโ€

Why?

Because the design forces hierarchy.

The font is louder.
Bolder.
More aggressive.
More visually dominant.

Your brain prioritises it automatically.

That matters enormously in education.

Particularly now, when attention is constantly under attack.

Children do not experience information neutrally.

Neither do adults.

Presentation changes engagement.

This is one of the reasons I often prefer:
flipcharts over slides
whiteboards over overloaded PowerPoints
bold visual contrast over โ€œprofessionalโ€ uniformity

Because if everything looks equally importantโ€ฆ
nothing feels important.

Design is not decoration.

It is communication.

And creative subjects understand this instinctively.

Music understands dynamics.
Drama understands pacing.
Art understands composition.

Creative education teaches people how humans actually experience information emotionally, visually and psychologically.

Not just academically.

Which is why I think these subjects matter far beyond the arts themselves.

They teach attention.

And in a distracted world, that is becoming a superpower.

๐—œโ€™๐—บ ๐—•๐—ฟ๐—ฒ๐—ป๐—ฑ๐—ฎ๐—ป ๐—ขโ€™๐—ก๐—ฒ๐—ถ๐—น๐—น. ๐—œ ๐˜„๐—ผ๐—ฟ๐—ธ ๐˜„๐—ถ๐˜๐—ต ๐—บ๐˜‚๐˜€๐—ถ๐—ฐ ๐˜๐—ฒ๐—ฎ๐—ฐ๐—ต๐—ฒ๐—ฟ๐˜€ ๐—ฎ๐—ป๐—ฑ ๐—ฐ๐—ฟ๐—ฒ๐—ฎ๐˜๐—ถ๐˜ƒ๐—ฒ ๐—ฒ๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ผ๐—ฟ๐˜€ ๐˜๐—ผ ๐—ต๐—ฒ๐—น๐—ฝ ๐˜๐—ต๐—ฒ๐—บ ๐˜€๐—ผ๐—ฟ๐˜ ๐˜๐—ต๐—ฒ๐—ถ๐—ฟ ๐—ถ๐—ป๐—ฐ๐—ผ๐—บ๐—ฒ ๐—ผ๐˜‚๐˜ ๐—ฝ๐—ฟ๐—ผ๐—ฝ๐—ฒ๐—ฟ๐—น๐˜†.

The best private music teachers are not always the ones with the most students.Theyโ€™re not always the ones charging the ...
25/05/2026

The best private music teachers are not always the ones with the most students.

Theyโ€™re not always the ones charging the highest fees.

And theyโ€™re not always the ones sleeping soundly at night knowing the bank account is healthy.

More often than notโ€ฆ

Theyโ€™re the best marketed music teachers.

The ones who understand visibility.

The ones who consistently stay in front of the decision makers.

The ones who make it EASY for parents to trust them.

Because hereโ€™s the uncomfortable truth:

There are phenomenal music teachers struggling financially right nowโ€ฆ
โ€ฆwhile average teachers with better marketing are fully booked.

Talent matters.
Teaching quality matters.

But if nobody knows you exist, neither of those things can help you.

And relying purely on โ€œword of mouthโ€ is not really a strategy.

At best, itโ€™s hope.

At worst, itโ€™s putting your business into somebody elseโ€™s hands and waiting for them to remember to mention you.
Y
ou do not need to become an โ€œinfluencer.โ€

You do not need to dance on TikTok.

But you DO need to understand:
โ€ข positioning
โ€ข visibility
โ€ข trust
โ€ข consistency
โ€ข communication

Because in 2026, being brilliant quietly in the corner is no longer enough.

You can either complain that it works this wayโ€ฆ
โ€ฆor get on board with it and win.

And honestly?

Thatโ€™s not a music teaching problem.

Thatโ€™s business.

๐—œโ€™๐—บ ๐—•๐—ฟ๐—ฒ๐—ป๐—ฑ๐—ฎ๐—ป ๐—ขโ€™๐—ก๐—ฒ๐—ถ๐—น๐—น. ๐—œ ๐˜„๐—ผ๐—ฟ๐—ธ ๐˜„๐—ถ๐˜๐—ต ๐—บ๐˜‚๐˜€๐—ถ๐—ฐ ๐˜๐—ฒ๐—ฎ๐—ฐ๐—ต๐—ฒ๐—ฟ๐˜€ ๐—ฎ๐—ป๐—ฑ ๐—ฐ๐—ฟ๐—ฒ๐—ฎ๐˜๐—ถ๐˜ƒ๐—ฒ ๐—ฒ๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ผ๐—ฟ๐˜€ ๐˜๐—ผ ๐—ต๐—ฒ๐—น๐—ฝ ๐˜๐—ต๐—ฒ๐—บ ๐˜€๐—ผ๐—ฟ๐˜ ๐˜๐—ต๐—ฒ๐—ถ๐—ฟ ๐—ถ๐—ป๐—ฐ๐—ผ๐—บ๐—ฒ ๐—ผ๐˜‚๐˜ ๐—ฝ๐—ฟ๐—ผ๐—ฝ๐—ฒ๐—ฟ๐—น๐˜†.

Scan the QR code if youโ€™d like a free 30-minute conversation about growing your music teaching business.

โ€œYour childโ€™s music lessons this half term are ยฃ112 please.โ€ORโ€œFor just ยฃ38 per month your child can enjoy a structured ...
23/05/2026

โ€œYour childโ€™s music lessons this half term are ยฃ112 please.โ€

OR

โ€œFor just ยฃ38 per month your child can enjoy a structured music lesson every week throughout the academic year.โ€

Same lessons.
Same teacher.
Same child.
Virtually the same money.

But psychologically?

Completely different conversation.

And this is where I think many music teachers are still stuck in the 1990s.

Because almost every other industry figured this out years ago.

People donโ€™t usually:
โ€ข buy their mobile phone outright
โ€ข pay for Sky annually in cash
โ€ข pay Netflix in one giant lump
โ€ข or buy an entire yearโ€™s shopping in one giant trolley run

Modern life largely runs on:
โ€ข subscriptions
โ€ข recurring payments
โ€ข manageable monthly costs
โ€ข and predictable cashflow

Yet many music teachers are still:
โ€ข chasing invoices
โ€ข dealing with โ€œI forgot to get cash outโ€
โ€ข invoicing half termly
โ€ข and wondering why their income feels chaotic

Moving to subscriptions didnโ€™t magically make me a millionaire.

But it DID:
โ€ข smooth my income
โ€ข reduce payment chasing
โ€ข improve parent retention
โ€ข lower stress
โ€ข and make the entire business feel more professional

Ironically, parents seem to prefer it too.

I genuinely think more music teachers should start thinking less like exhausted freelancers and more like modern professional service businesses.

Happy to chat about it.

๐—œโ€™๐—บ ๐—•๐—ฟ๐—ฒ๐—ป๐—ฑ๐—ฎ๐—ป ๐—ขโ€™๐—ก๐—ฒ๐—ถ๐—น๐—น. ๐—œ ๐˜„๐—ผ๐—ฟ๐—ธ ๐˜„๐—ถ๐˜๐—ต ๐—บ๐˜‚๐˜€๐—ถ๐—ฐ ๐˜๐—ฒ๐—ฎ๐—ฐ๐—ต๐—ฒ๐—ฟ๐˜€ ๐—ฎ๐—ป๐—ฑ ๐—ฐ๐—ฟ๐—ฒ๐—ฎ๐˜๐—ถ๐˜ƒ๐—ฒ ๐—ฒ๐—ฑ๐˜‚๐—ฐ๐—ฎ๐˜๐—ผ๐—ฟ๐˜€ ๐˜๐—ผ ๐—ต๐—ฒ๐—น๐—ฝ ๐˜๐—ต๐—ฒ๐—บ ๐˜€๐—ผ๐—ฟ๐˜ ๐˜๐—ต๐—ฒ๐—ถ๐—ฟ ๐—ถ๐—ป๐—ฐ๐—ผ๐—บ๐—ฒ ๐—ผ๐˜‚๐˜ ๐—ฝ๐—ฟ๐—ผ๐—ฝ๐—ฒ๐—ฟ๐—น๐˜†.

Address

Melbourne

Opening Hours

Monday 9am - 8pm
Tuesday 9am - 8pm
Wednesday 9am - 8pm
Thursday 9am - 8pm
Friday 9am - 8pm
Saturday 9am - 1pm

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+441332314055

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