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Bring music to your school

THE INTEREST. THE INSTRUMENTS. THE PRACTICAL GAP.

Turn instrument interest into a workable first group.

Count what you have. See what is missing. Choose a next step.

Bring together aggregate instrument preferences and serviceable equipment before promising places. Test a rotation assumption and see where reuse, repair, loans, hire or purchase enquiries could help. No pupil names are needed.

Plan demand and equipment All free resources ↗

INTEREST MEETS EQUIPMENT

Start with what you have.

Compare aggregate interest with the serviceable instruments or practice setups your school can use at once. Find the gaps, then explore a smaller start or more equipment.

Illustrative numbers

Replace every example with your school’s figures. Use counts only: no pupil names. One pupil interested in several instruments can appear in several rows, so totals are interest selections, not a unique pupil count.

Choose your rotation assumption

Rotations per planning windowA rotation is one opportunity per available instrument or setup. Choose 1–100. You decide the window length and workable timetable.

Count usable equipment available together, with the school’s own arrangements for space, supervision and access. For vocals, count usable vocal practice setups. This is an equipment model, not a staffing ratio or My Music Lessons simultaneous-use allowance.

Guitar

Interested pupilsInstruments / setups available at onceOptional unit quote (£)

Piano

Interested pupilsInstruments / setups available at onceOptional unit quote (£)

Vocals

Interested pupilsInstruments / setups available at onceOptional unit quote (£)

Drums

Interested pupilsInstruments / setups available at onceOptional unit quote (£)

Ukulele

Interested pupilsInstruments / setups available at onceOptional unit quote (£)

Unit quote: your own estimate for one additional instrument or setup, on one consistent sourcing and VAT basis. Leave blank when unknown. No cost or free local provision is assumed.

The example has not been calculated. Check the figures, then compare.

JavaScript is needed to calculate and export. For each instrument, multiply available equipment by rotations; feasible places are the smaller of that result and interested pupils. Subtract feasible places from interest to find the gap.

How the model works

Feasible places = the smaller of interest and available equipment × chosen rotations. Unmet interest = interest minus feasible places. Extra equipment = interest ÷ rotations, rounded up, minus available equipment, with a minimum of zero.

Repeated windows = interest ÷ the existing equipment capacity per window, rounded up. This assumes different pupils in each repeated window and the same usable equipment each time. Zero equipment cannot be solved by repeating windows. The model does not allocate individual pupils, decide fairness, or test session length, suitability, staffing, acoustics or platform concurrency.

To close a gap, discuss borrowing, hiring, repairing, reusing or buying suitable equipment, or phasing opportunities across repeated windows. Check availability, condition, agreements and actual quotes locally; none of these routes is guaranteed or assumed free.

Entries are used only in this page’s memory. They are not sent, saved or tracked by this tool and disappear on reload. A downloaded CSV is a file you choose to keep.

KEEP THE PLAN MOVING

Your next useful step.

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FROM PLANNING TO PLAYING

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