2009 looks to be a dramatic year for primary education, not least because of the publication of three documents that may well define the future of primary music education in this country. In addition, Ofsted have also published their findings with regard to the state of music teaching in schools in England. The findings provide an illuminating image of current practice and recommendations are made with regard to securing high-quality music teaching in the future. The implication of these three reports, for music, is vast and cannot go unconsidered. As a result we have taken the decision to deal with each report in the three forthcoming issues, beginning with a review of Ofsted’s report, Making more of music: an evaluation of music in schools 2005-08, in issue 42. Vanessa Young discusses this report and sheds a positive light on its findings. Also in Issue 42, a feast of delights, rounding up innovation in both thinking and practice of Primary music education. In Swapping High Street Cars for Music Jonathan Barnes reports on an exciting community-based project, initiated by creative-partnerships, London-North, in which the arts, imagination, and music making were all celebrated. Next, Lyn O’Hara continues with creative approaches to Primary education in Dalliances, Disguisings and Dissolution: a report on a cross-curricular project focusing on the Tudors. In his second article regarding boys and singing Martin Ashley asks How high should boys sing? Martin considers both research and practice and makes some suggestion about the physicality of singing. Such considerations are seen to have a significant impact on boys and their developing identity as singers. In Together in Music music teacher Jennifer Cooper reports on an imaginative project in which pupils from mainstream and special schools are brought together through music. This project is seen to have significant benefits for both schools involved. It goes a long way towards developing a musical community in which all are able to participate. In our final piece, Helen Tomlinson from Carlton Minniot Primary School and Mary Arthur, Burlington Infants and Nursery School, report on the installation of musical playgrounds. Such spaces offer children in the Early Years wonderful opportunities for play and experimentation with sound. They are not only seen to support delivery of the Early Years Foundation Stage curriculum, but they foster a positive and wholly inclusive approach to music making. Casual conversations in the many schools I visit, and with students working in a much wider context, report that there hasn’t been a more exciting time to be involved in music education for a long time. Do let us know about your music projects and share the good practice that Ofsted have identified is going on in at least half of our schools. Primary Music Today relies upon contributions from readers and practitioners throughout the United Kingdom. Ian Shirley & Vanessa Young