The paper reports on a research evaluation of a six-month specialist singing project ‘Sing Every Day’ that was undertaken with young disadvantaged inner-city 6yo children in the London Borough of Hackney. A team of professional singers from the London-based VOCES8 Foundation visited two classes in each of two primary schools to provide focused mentoring to generalist (non-music specialist) class teachers. Children from two identically aged classes in a neighbouring school acted as controls. The mentoring embraced a specially designed programme of singing and vocal activities across two school terms. This was undertaken in each classroom with the staff and their Year 1 children numbering N = 121 in total. An independent evaluation of the impact of the project included both musical and other-than-musical measures of children’s development. In particular, in addition to an assessment of participant children’s singing behaviours at the start and at end of the project, other assessments included measures of possible changes in children’s reading development and in aspects of Executive Functions.