Making movement meaningful: how Primary Steps on Demand engages SEN students
At Hedgewood SEN Primary School, dance is more than just movement—it’s a powerful tool for engagement, learning, and connection. We spoke to Cosme Monmeneu, Teacher & Music Lead, for Children’s Mental Health Week about how he uses The Royal Ballet School’s Primary Steps on Demand programme to support his students and why dance is so important for children with special educational needs (SEN).
How long have you been using the programme, and how did you find the initial implementation of it?
The school has had the programme for three years now, and I have used it for two. At first, it was a little difficult because I didn’t know the content or how it worked. I had to spend time exploring it, watching the videos, and figuring out what was most interesting for my children. I’m not a ballet person and didn’t know much about it. Now I know which videos to use and how to implement them. Like everyone, it just takes time to get used to it.
What parts of the programme do your students enjoy the most or find the most interesting?
My Year 3 and 4 students love seeing the musician playing the piano and saxophone, as well as the different people dancing. The lessons I use most are Discovery Blasts and Inspiration Bursts because they are short and easy to follow. The children love it when someone is dancing while another is playing music.
They also love the traffic light system, as it ties into what they do in PE. The signing is another great feature—many of our students use sign language, so it creates an important connection for them.
Are there any adaptations you make when using the programme?
Due to the short attention spans of our children, I always watch the videos first. If I’m using curriculum-based ones, like the water cycle, I skip around to ensure the content is concise and engaging. Even short videos sometimes require this. It’s not about changing the content but selecting what’s relevant and manageable.
Do you think dance is important for children with SEN, and why?
Yes, 100%. Dance is great for physical development, imitation skills, gross motor movements, and peer interaction. Imitation is a huge part of our curriculum. Dance helps them practice following instructions, which ties into learning life skills like tying shoes, putting on coats, or washing hands.
It’s also a way for children with mobility issues or shyness to engage. Sometimes, dance is the only activity where they’ll join in with their peers. It’s very special.
Can you share a case where the programme had a positive impact on a child?
I had a child who didn’t like PE and often had conflicts in the hall. However, he stood next to his friends in the classroom, followed the videos, danced, and jumped.
Another child, who struggled to participate in class activities, danced happily with her peers when we used the videos. These moments are powerful—some children might refuse traditional PE but embrace movement through the Primary Steps on Demand programme.
The dance club at playtime is another great example. Children who don’t usually interact come together to dance. It’s amazing to see.
Have you noticed specific improvements in students’ physical, emotional, or social development through dance?
Absolutely. Dance helps with physical skills, like motor movements, and supports emotional well-being—it makes them happy! Socially, it encourages peer interaction and cooperation.
It’s one of the few activities where our children come together and engage as a group. For example, children who usually struggle to share space or follow the same activity can synchronise beautifully while dancing to these videos.
Do you have any tips for teachers with SEN students in their classes—how to adapt the lesson to their needs while making it inclusive?
What I tell other teachers is to watch the videos first. Think about their length and whether you might need to skip sections based on the needs of your children. That’s my biggest advice.
Give it time and repetition. The first time I played it, my children were confused—Who is this? What’s happening? But after a few times, they recognised it immediately. Okay, it’s time to dance. These are the guys that make us dance! Any SEN teacher will know that patience is key.
