The Parliamentary Under-Secretary of State, Department for Education (Baroness Barran) (Con)
My Lords, I join other noble Lords in thanking the noble Lord, Lord Boateng, for securing this debate and congratulate him on restructuring BBC Radio 4’s schedule to put on “Rethinking Music, the Next Generation” just as I was driving home after dinner on Saturday evening. I thought it was extremely well organised of the noble Lord to make sure that we were all particularly well briefed for this debate.
Noble Lords across the House know that there are many schools across the country that deliver high-quality music lessons to pupils and offer high-quality co-curricular opportunities. Equally, as we have heard so powerfully today, in some areas of the country music provision may be more limited, and equality of access is vital, as the noble Lord, Lord Boateng, set out.
To address this and to improve music education in England, a refreshed national plan for music education was published in June 2022. I echo the thanks of other noble Lords to my noble friend Baroness Fleet for her great work in leading and shaping that plan, and for her continued ambition to see it implemented with maximum impact. The plan clearly sets out the Government’s ambitions to 2030: that every child, regardless of circumstance, needs or geography, should have access to a high-quality music education that affords them the opportunity to progress their musical interests and talents.
The expectations set out in the plan, starting from early years, are unashamedly ambitious. They are informed by the excellent practice we see demonstrated by many schools, music hubs and music charities around the country. We heard today from my noble friend Baroness Fleet about the work of the London Music Fund. I have been lucky enough to attend one of its events and was incredibly impressed and moved by what I heard. The noble Lord, Lord Berkeley of Knighton, talked about the work of the Koestler Trust and my noble friend Lord Polak referred to Restore the Music. I would of course be happy to meet with the founders of the charity—the Battle of the Bands sounds like a great event. As the noble Lords, Lord Berkeley, and Lord Hampton, said, music helps to unlock not just our talent but our humanity, and, in choirs, orchestras and bands, that sense of being part of a shared endeavour. Certainly, my recent visit to the Harris Federation’s staff conference was exactly the kind of neck-tingling experience the noble Lord, Lord Hampton, described. Even though it was not my children who were playing, the choirs, bands and orchestra were extraordinary and very moving to watch.
As we heard from a number of noble Lords, when Ofsted published its recent music subject report last month, it highlighted that some schools do not allocate sufficient curriculum time to music. Schools are now expected to teach music at least one hour each week of the school year for key stages 1 to 3, alongside providing co-curricular opportunities to learn instruments, sing and form ensembles and choirs.
Higher levels of co-curricular participation have been reported this year, compared to May 2022. One of the points raised by the noble Lord, Lord Watson of Wyre Forest, was the importance of the involvement of parents. The survey data are due to be released any day now, but I can share with the House advance notice that 63% of parents in the survey in June of this year stated their child had received singing lessons during the academic year, compared to 52% in May of last year. Some 57% of parents stated that their child had received musical instrument lessons, compared to 43% last year. Some 40% had watched a live performance, and 35% had taken part in one, a point raised by the noble Baroness, Lady Garden of Frognal.
Ofsted’s report also highlighted that curriculum quality of music provision is weak in some schools, with insufficient focus on musical understanding, sequencing and progression. To support schools to deliver a high-quality curriculum, we published a model music curriculum in 2021. According to a recent March survey of schools, some 59% of primary schools and 43% of secondary schools are now implementing this non-statutory guidance. The quality of curriculum was raised by the noble Lord, Lord Watson of Invergowrie. I did not quite recognise the description that the noble Lord, Lord Faulkner of Worcester, gave of music hubs as enforcers of the curriculum. It is non-statutory guidance, and that model music curriculum was put together by a panel of real experts in this area. I very much hope that it does not feel like it is being forced on people.
In partnership with their music hubs, we also invited every school to have a music development plan from this school year. The noble Baroness, Lady Twycross, asked about equality of access and the emphasis on each school having its own plan. That requires schools to consider how they will work together to improve the quality of music education. Our sample survey of school leaders in March showed that slightly under half of schools already had a music development plan in place. Of those without a plan, nearly half reported intending to put one in place in the current school year.
A number of noble Lords, including the noble Lords, Lord Faulkner of Worcester and Lord Watson of Invergowrie, and the noble Baroness, Lady Twycross, asked about the reduction in the number of music hubs. As the House will be aware, there was a re-competition of the music hub programme, led by Arts Council England. That competition is currently under way. This will enable hub lead organisations to become more strategic and build a wider number of strong partnerships, so that children and young people receive high-quality support in every local area, including particularly those areas where provision may currently be limited. The noble Lord, Lord Aberdare, raised the importance of partnerships in this area.
As a number of noble Lords highlighted, we know that it is incredibly important that there is access for all levels of participation in music across the country. As part of levelling up, our plan is to provide an additional £2 million of funding to support the delivery of a music progression programme that will support up to 1,000 disadvantaged pupils to learn how to play an instrument or sing to a high standard, and over a sustained period.
A number of your Lordships quite rightly raised the importance of the quality of teaching, including my noble friend Lady Fleet and the noble Lords, Lord Boateng and Lord German. Of course, this remains the single most important factor in improving outcomes for children, especially those from disadvantaged backgrounds. Just to clarify, I should say that close to 100% of hours taught in art, design and music are taught by a teacher with a relevant post A-level qualification. However, we are updating our teacher recruitment and retention strategy to build on our reforms to make sure that every child has an excellent teacher, including in music.
The noble Lord, Lord Watson of Wyre Forest, asked how we are going to encourage more teachers. For those starting initial teacher training in music in the academic year 2024-25, we are, as the House heard, offering £10,000 tax-free bursaries, which we hope very much will attract more music teachers into the profession and support schools in delivering at least one hour of music lessons a week. We are also establishing four national music hub centres of excellence, which will focus on inclusion, continuing professional development, musical technology, and pathways to industry. We plan to appoint all the centres by the autumn of 2024.
A number of noble Lords raised the issue of children with disabilities, particularly those who are visually impaired, blind or deaf. The national plan makes clear the importance of music being fully inclusive, and indeed it was widely praised by charities representing children with special educational needs and disabilities. The capital grant will emphasise the use of this funding for pupils with SEND, including blind and partially sighted pupils, and including the use of Braille or large print—in fact, that is across the whole curriculum, of course, not just for music—and we will consider how the capital funding could be used to provide Braille music machines in particular.
The noble Lord, Lord Knight of Weymouth, talked about how music would be included in the advanced British standard. Of course, as he is aware, we will be consulting extensively on this, but I have seen in the documentation that has already been published that there are examples of possible combinations of major and minor subjects, and music could appear either as a major or a minor in future.
The noble Earl, Lord Clancarty, talked about the importance of a strong musical and cultural offer in all the regions of this country. I remind him of the incredible focus that was put on exactly this point through the cultural recovery fund.
My apologies; as ever, I have run out of time.
Again, in relation to location, I mention to the noble Lord, Lord Watson of Invergowrie, the BRIT School North, a new 16-to-19 academy being opened in Bradford that will have a creative curriculum specialising in music and production.
There is still a lot to do to make our vision for music education become a reality, but I hope that in some way I have been able to reassure the House that together our reforms will lead to concrete action that every school and academy trust can take to improve their music education provision. As we have heard from all your Lordships this evening, studying and engaging with music is not a privilege; it is a vital part of a broad and ambitious curriculum, and our reforms ensure that all pupils will have access to high-quality music education and all the knowledge, joy and connection that brings.
Lord Evans of Rainow (Con)
My Lords, I put a plug in for the Parliament Choir; it is always looking for new members.