Music Education

Bambos Charalambous Excerpts

Thursday 3rd July 2025 Westminster Hall

[Bambos Charalambous (Southgate and Wood Green) (Lab)]

I beg to move,

That this House has considered the future of music education.

It is a pleasure to serve under your chairship, Ms Vaz. I declare an interest as the co-chair of the all-party parliamentary group on music education.

Music has the power to move us and stir our soul. We marvel at a captivating song or composition when we hear it for the first time, and we are transported back in time when we hear a long-forgotten evocative melody. A world without music would be empty and barren: that is why we need to value music and do everything we can to protect its long-term future. Key to that is music education. It brings many benefits to students, aside from the ability to play an instrument or make music: building confidence, improving learning skills, fostering teamwork, increasing concentration, strengthening discipline, inspiring creativity and equipping individuals with the transferable skills necessary to succeed in life. But there is a crisis in music education in our schools, and if we are to reverse it we need to start with the basics.

The number of students who receive music tuition in schools is falling rapidly, and schools are no longer encouraging students to pursue a music GCSE. There is a worrying decline in the recruitment and retention of music teachers. Music hubs are being financially stretched, and music education funding remains at a standstill. Music education should be accessible for everyone, but at present it is becoming inaccessible to those who cannot afford to take private lessons or take part in extracurricular music activities. It is no accident that the finalists in this year’s BBC young musician contest were all privately educated.

Many older musicians tell me that they became musicians because of the encouragement and inspiration that they received from music teachers when they were young, and the pathways that were open to them to progress and pursue their talent. We are struggling to meet recruitment targets for music teachers, however, and many teachers are leaving the profession altogether. The Department for Education has missed its recruitment targets for music teachers in 11 of the past 12 years. In 2011 there were 8,000 music teachers, but in 2023 the number was 7,184—a decrease of nearly 1,000.

The situation is even worse for peripatetic music teachers, who are on low pay and precarious contracts. We have also struggled to meet the recruitment target for postgraduate initial teacher training in music: we have met it only once since 2015. Last year, just 27% of the target was met. Additionally, the financial incentives to train as a music teacher are severely lacking. While trainee geography teachers receive a bursary of £25,000, trainee music teachers are entitled to a bursary of just £10,000.

The retention of teachers is also an issue. Key stage 5 music has experienced a workforce decline of 35% in the past 13 years, while taught hours have fallen by 40%, indicating that qualifications such as A-level music are not being offered in school as key stage 5 options for young people. That is why Ofsted’s 2023 music subject report says that some schools have dropped music altogether because they cannot recruit specialist teachers. In other schools, music is now taught by a non-specialist, which is a very worrying trend.

One suggestion to improve the recruitment and retention of music teachers is to implement strategies to bridge the gap between trainee music teachers and early career teachers, given the significant recruitment shortfalls over the past 12 years. On recruitment, the Government should commit to increasing the size of the initial teacher training bursary so that it is in line with other subjects. Currently, the initial teacher training bursaries for trainee music teachers are nearly a third of what is offered to trainee chemistry, maths or computing teachers. Being a music teacher should once again be an attractive career option for music graduates.

I have been working closely with the Ed Sheeran Foundation over the past few months. One of its key asks is that we urgently train 1,000 specialist music teachers to close the recruitment gap and make sure that students across the country can access music tuition. We need to make sure that there is at least one specialist music teacher in every school by the end of this Parliament.

Access to continuing professional development for music teachers in state schools is a serious challenge and is crucial to the quality of music education offered, yet recruitment is struggling badly. In 2024-25, only 331 of the 820 training places for secondary music teachers were filled, leaving a massive 60% shortfall. There are nearly 600 fewer music teachers than there were a decade ago. Investing in focused, reflective CPD is a vital step to bridging that gap and improving music education for all students.

With recruitment falling, and with an exodus of specialist music teachers, there is a severe inequality between state and independent schools in children’s access to music education. According to UK Music, 50% of children in independent schools receive substantial music tuition, compared with just 15% in state schools. The Education Policy Institute found that disadvantaged pupils are 39% less likely than non-disadvantaged pupils to take music at GCSE.

Funding for music education in English state schools is severely lagging behind the independent sector. The Independent Society of Musicians report on music education found that the mean yearly budget in maintained schools’ music departments was just £1,865; in independent schools it was nearly £10,000. It is clear that music in state schools, where the majority of children are educated, is facing significant difficulties with access and inclusion.

That is made worse by the fact that there is no accountability mechanism for schools to teach music. The mechanism for calculating school league tables, Progress 8, heavily incentivises schools to prioritise English baccalaureate subjects at GCSE, which exclude arts subjects entirely. This is creating a two-tier system within schools, with subjects like music deprioritised in the curriculum. The evidence supports this: GCSE music entries have fallen by 30% and A-level music entries have fallen by 43% since the EBacc was introduced in 2010.

Music hubs are another key area in need of reform. They support music teaching in schools, typically through instrumental lessons and whole-class instrument tuition, but they also do incredible work outside the school curriculum. I have had the pleasure of seeing that work at first hand at the Haringey music service’s “Mini Massive” concert, at which year 4 children from schools across Haringey come together and perform at Alexandra Palace every year at the end of 30 weeks of whole-class instrumental lessons.

However, since the publication of the second national plan for music education in 2022, music hubs have faced significant funding challenges. The plan promised to maintain funding levels until August 2025, yet no additional resources were allocated to cover rising costs, including teacher pension contributions, despite a clear Government commitment in 2019 to supporting them.

There are many good things in the national plan for music, but it is in urgent need of an update. A clear steer is needed from the new Government. Arts Council England’s guidance made it clear that there would be no additional ringfenced funding for pensions, effectively slashing over £1 million in crucial support. On top of that, the rushed consultation process for the plan led to a reduction from 80 hubs to just 43, increasing administrative burdens without evidence that access to music education would improve. The delayed announcement of successful funding bids, which came only in April 2024, left hubs with a mere four months to implement major changes, further straining limited resources. The ongoing uncertainty and underfunding risk undermining the vital role that music hubs play in enabling access to music education across the country.

I am sure we all agree that the current situation cannot be allowed to continue, so what needs to be done? Funding levels for music education have been roughly the same for the last decade, which represents a significant real-terms cut. The Government’s plans to increase spending for state schools are welcome, but they must make it clear how much additional funding will be allocated to music.

Music hubs need urgent reform and better funding, because without sustainable support they simply cannot provide equitable access to music education for all children, especially those from disadvantaged backgrounds. Many hubs that cover more than one local authority area complain about the duplication of paperwork, which is adding to the pressures of ensuring that quality music services are delivered at a local level. The lack of central co-ordination means that any data collected by the hubs is not properly collated. Additionally, music hubs need the certainty of long-term funding. I know that the Government are looking to give local authorities financial settlements that go beyond a year; perhaps the same can be applied to hubs.

To truly reform music hubs, we need improved, detailed and long-term data collection that reflects the diverse musical experiences of young people and local contexts, enabling strategic, targeted funding to support meaningful, high-quality music education across all regions. The announcement of a new national centre for arts and music education presents a good opportunity to make a positive contribution to the development of music education across the state sector, particularly in secondary schools. However, the uncertainty about what it is, what funding will be made available and who will run it is undermining its credibility. The Government are undertaking public engagement on the national centre, but greater clarity would be welcome.

Most people involved in music education cite the EBacc and the Progress 8 measure as a barrier to music education and in urgent need of reform. Since the introduction of those accountability measures, schools have been under significant pressure to prioritise other subjects, and music education has been left behind. Research shows a decline in the uptake and provision of music education in schools since the EBacc was introduced, with disadvantaged students most affected.

Many in the sector suggest that, as a minimum, a creative or vocational qualification should be introduced in Progress 8, as was previously pledged in the “Creating growth” plan in the Government’s manifesto. I was recently visiting friends in France and was surprised to discover that philosophy is a compulsory subject there until the age of 18, as part of the baccalaureate. If it can be done in France for philosophy, we should be able to do it in the UK for music and creative subjects.

The curriculum assessment review is due to report later this year, and although it is narrowly focused, it is vital that it address the issue. I am sure that Professor Becky Francis and her team are doing great work, but I hope that as a result of the curriculum review, creative subjects will be given greater prominence in the school curriculum. By reforming the accountability system, the Government can ensure that music thrives in state schools and gives high-quality music education to pupils from the most deprived backgrounds.

Many amazing things are happening in music education. Last week, I saw work that the London Sinfonietta had done in getting local schools in Enfield to create their own musical composition, which was then performed by the London Sinfonietta’s excellent musicians—many thanks to the Enfield music service for co-ordinating that performance. I know that the Minister is a big music fan, as she and I recently attended the wonderful BrightSparks key stage 1 lunchtime concert performed by the London Philharmonic Orchestra in front of a packed house of children at the Royal Festival Hall. It was a wonderful concert, as I am sure the Minister will agree. The English National Opera and many other fantastic music organisations also do incredible outreach work with schools, but if we do not get more direction and leadership from the Government, I fear that the ball will be dropped and we will not get the change that we want.

I have some questions for the Minister. First, what steps are the Government taking, including on terms and conditions for peripatetic teachers, to attract and retain more music teachers? Will more support be provided for music hubs, along with the review of their work, including the impact of the bureaucracy that they face? Can the Minister tell us whether the now outdated national plan for music—it was last updated in 2022—will be refreshed under the new Government? If so, when? Can she also tell us more about progress on the national centre for arts and music education and when it is likely to be up and running? Can she tell us of any plans to review the English baccalaureate and Progress 8? Can she tell us when the curriculum assessment review is likely to report back with its final findings? Finally, will she meet me and representatives from music education to discuss the progress of music education?

For many people, the music that they are taught in school is their only exposure to the discipline, yet the availability and quality of music education has suffered greatly in the past decade and a half. We need to fix that and ensure that music education thrives under this Labour Government and has a bright long-term future, enriching all our lives.

--- Later in debate ---

[Bambos Charalambous]

It has been a delight to take part in this debate. We have had cross-party unanimity about the need for better music education, and I am heartened to hear the Minister’s remarks. All the speakers today thanked their music teachers; we should all say a big thank you to all music teachers for the service that they provide, whether they are at school or peripatetic—many thanks to them all.

I hope that the Minister will look at recruitment of teachers. If things are not working, we will need to put things in place. I was not quite sure about the national plan for music, but I will catch up—

[Catherine McKinnell]

My hon. Friend’s final question was a request to meet and discuss the matter. I am more than happy to do so.

[Bambos Charalambous]

Thank you.

Bearing in mind that we have so many talented musicians both in this room and in the Cabinet—including the Chief Secretary to the Treasury, who is a saxophonist, and the Prime Minister, who is a flautist—the future is bright. We must make sure that we have these discussions and get the best future we can for music education.

Question put and agreed to.

Resolved,

That this House has considered the future of music education.

Refugee Citizenship Rights

Bambos Charalambous Excerpts

Tuesday 1st July 2025 Westminster Hall

[Brian Leishman]

The hon. Gentleman is a champion on this topic, and his parliamentary record stands up there with the very best—although I did not vote for him to be my MP. I thank him very much for his contribution, and I agree with him.

It looks as though refugees will have to argue for an exemption to the blanket denial of citizenship. It would make for much fairer and effective policy if all cases were treated on a case-by-case basis, rather than a blanket ban being introduced, and I would appreciate it if the Minister could also address that point in her response.

I want to talk about people’s personal experiences of the policy, and I acknowledge the Scottish Refugee Council and Together with Refugees for supplying case studies for the debate. Sabir Zazai, the chief executive officer of the Scottish Refugee Council, would not be eligible for citizenship if he were applying now. Sabir has three honorary doctorates and an OBE; it is difficult to imagine a more compelling example of integration. But because he arrived here in the back of a lorry from Afghanistan, this Government would exclude him from ever being a British citizen.

The policy does not discriminate between refugees, victims of trafficking and children. It does not consider the unique vulnerabilities and complex backgrounds of people seeking protection, many of whom have fled circumstances that we could only imagine. For example, Gulan, a refugee from Iraq, shared how she escaped torture with her young children, risking death to survive. Despite years of integration and contributing to her local community, she feels like this policy makes her a second-class member of society.

[Bambos Charalambous (Southgate and Wood Green) (Lab)]

I congratulate my hon. Friend on securing this important debate and making such a great speech. He is absolutely right that treating people differently based on how they arrived in this country affects community cohesion, which has a detrimental effect on our society. What we need are safe routes that allow people to come here legally rather than risk coming via irregular routes, which is why the policy was introduced in the first place.

[Brian Leishman]

I thank my hon. Friend for his contribution. Absolutely: more safe routes are a necessity, in the name of human decency.

British citizenship is a key building block of integration, but there are also significant pragmatic considerations. Without it, people do not have the right to vote, to stand for election to this place or to work in many government jobs, nor do they have the freedom to live in, or travel in and out of the UK without restriction. If they do manage to travel, they require access to consular services; but worst of all, they remain at risk of detention or, worse, deportation.

One example is Mohammad, a refugee from Sudan. He said that he feels like a perpetual outsider, being vulnerable to deportation despite years building his life here. We saw an extremely laissez-faire attitude to international law and obligations from the previous Government. It was damaging to the UK’s international standing and to our relationships with countries all over the world. Continuing in the same manner would be the wrong approach for the Government to take.

Free School Meals (Automatic Registration of Eligible Children) Bill

Bambos Charalambous Excerpts

2nd reading
Friday 14th March 2025 Commons Chamber

[Bambos Charalambous (Southgate and Wood Green) (Lab)]

I congratulate my hon. Friend the Member for Crawley (Peter Lamb) on his private Member’s Bill on this very important topic, and on his excellent speech.

It is a well-established fact that good nutrition is essential for children’s brain development and learning. When children go to school without eating a nutritious meal, or eating at all, it has a detrimental effect on their behaviour and educational performance. Barnardo’s latest research, “Nourishing the Future”, found that

“1 in 3 schools said hunger and food insecurity was impacting on children’s ability to learn, including poor concentration, tiredness and behavioural problems.”

As a school governor, I know the challenges that schools face in dealing with challenging behaviour and getting children to learn, so anything that helps improve behaviour and learning is to be welcomed.

Free school meals are meant to be a lifeline for low-income families. They are meant to ensure that the most disadvantaged children in society get a free nutritious meal every day that they are in school, to help them concentrate, learn and achieve. However, according to the Child Poverty Action Group, over 900,000 children across the UK do not qualify for free school meals because of restrictive qualifying criteria. According to the Food Foundation, a further 250,000 eligible children are missing out on free school meals for a variety of reasons, including lack of awareness, stigma or embarrassment, the complexity of the forms—the Minister referred to the previous checking system—or language barriers.

The fact that obtaining free school meals is an opt-in process, requiring parents or carers to apply, is itself a barrier. If we want our children to flourish, thrive and get the best start in life, that needs to change. As the Minister mentioned, one of the Labour party’s five missions is to break down barriers to opportunity, and I believe this is one of those barriers. The solution is auto-enrolment for free school meals, as set out in the speech by my hon. Friend the Member for Crawley. However, he is not the only person to call for such a change; that call has come from many quarters. In 2021, the Conservative Government commissioned Henry Dimbleby, co-founder of the restaurant chain Leon, to produce a food strategy for the Department for Environment, Food and Rural Affairs. Recommendation 4 of the strategy was to extend eligibility for free school meals, and one of the three ways to achieve that recommendation was to:

“Enrol eligible children for free school meals automatically.”

The rationale for that recommendation was that

“even eligible children are often missing out. Currently, FSMs are ‘opt-in’: parents have to know about the scheme and apply for it. The effect of this is that, according to a 2013 estimate by the DfE, 11% of children entitled to FSMs do not receive them.”

In the benefits section of recommendation 4, it was noted that:

“This would have benefits for those children’s health, but also for their educational achievement. Following one pilot of universal free school meals in 2009–11, primary school pupils made between four and eight weeks’ more progress than expected. Pupils from poorer families and those who had previously done less well at school showed the most improvement.”

It was stated that there were clear education and health benefits in children having a nutritious free school meal—and that came from the Conservative Government’s food strategy. Sadly, as with many of the recommendations, auto-enrolment was not implemented.

More recently, the Education Committee’s “Scrutiny of the Children’s Wellbeing and Schools Bill” report of 28 February states at paragraph 35

“that the arguments for auto-enrolment in free school meals for those children currently eligible are conclusive. In the interests of alleviating hunger in schools and improving health and educational outcomes for the poorest children, auto-enrolment must be brought in without delay.”

We are lucky in London that the Mayor of London, Sir Sadiq Khan, has agreed to fund free lunches for all London’s children in state primary schools, which is already making a difference to children’s educational outcomes. It is a shame that this policy does not apply to secondary schools too, but in the absence of such a policy, auto-enrolment is the best way to ensure all eligible children get the free school meals that they are entitled to and deserve. If we are to ensure that children get the best start in life, learn and thrive at school and achieve to their full potential, auto-enrolling of eligible children on to free school meals is the best way forward. We need to remove that barrier to opportunity, and this would, at a stroke, make a huge difference to those children’s lives.

The Government are already doing many good things in education, and the announcement of the breakfast club early adopters was warmly welcomed by me and, I am sure, colleagues on both sides of the House. I hope that the Government will adopt this policy, because it helps alleviate child poverty, is good for children, and is the right thing to do.

I hear what the Minister said about the child poverty taskforce strategy, and look forward to it reporting later in the year on what it would do to challenge child poverty. Data sharing is obviously to be welcomed, and I know that the Government will do all they can to ensure that all eligible children get the free school meals that they deserve, to help them learn and thrive.

Creative Arts Education

Bambos Charalambous Excerpts

Wednesday 18th December 2024 Westminster Hall

[Bambos Charalambous (Southgate and Wood Green) (Lab)]

It is a pleasure to serve under your chairship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for securing this timely debate and for her excellent speech, much of which I agreed with. I declare an interest as chair of the APPG on music education. I will therefore focus on the provision of music education across the country.

Since 2010, there has been a steady decline in the provision of music in our schools. According to data from the Independent Society of Musicians, music as a subject has experienced a 30% decline in GCSE entries and a 43% drop in A-level entries since 2010. There has also been a sharp decline in the number of music teachers, which means that in some schools, music is taught by people who are not qualified as music teachers. That is of deep concern.

We heard from the hon. Member for Chichester about the economic benefits of creative subjects, but there is also a personal benefit to students. Building confidence, teaching discipline and teamwork, improved health and wellbeing and even academic achievement are some of the benefits of a music education. However, music provision across the country is patchy, although there are examples of excellence in two schools that I recently visited. In the Aldgate school, less than two miles from here, all children in years 4 to 6 learn stringed instruments—I had the pleasure of seeing them perform at their Christmas concert. Similarly, children in years 4 to 6 at Welbourne primary school in Haringey learn the strings. The leadership of those schools has decided to do that, but those schools are the exceptions rather than the rule. The restructuring of music hubs, which are meant to oversee local music provision, involved a lack of oversight, so the quality of music education is inevitably patchy. We need an urgent review of the hubs to ensure that there is a high standard—as is the case in Haringey, from the Haringey music service—across the board.

Before the Government came to office, they made a pledge about the need to teach creative subjects in schools. The APPG for music education has fed into that review, as I am sure did many Members here today. What we hope for is a return to creative subjects being taught in schools and given the priority that they deserve. They should be taught by people who are suitably qualified to do so. Music and creative subjects are far too important to be demoted, as has been the case over the last 14 years. We want them to rise up the agenda and to be taught as positively as possible. If anyone has not seen Ken Robinson’s TED talk, I strongly encourage them to watch it because he makes the right points about how creativity is necessary to give us all the skills we need in our society.

I hope that the Minister will indicate when the review will report back and when, hopefully, creativity will be taught in our schools. Any other help that she can provide to make that happen will be greatly appreciated.

Oral Answers to Questions

Bambos Charalambous Excerpts

Monday 9th December 2024 Commons Chamber

[Amanda Martin (Portsmouth North) (Lab)]

3. What steps she is taking to improve teacher recruitment and retention in Portsmouth North constituency.

[Bambos Charalambous (Southgate and Wood Green) (Lab)]

13. What steps she is taking to improve teacher recruitment and retention.

[The Secretary of State for Education (Bridget Phillipson)]

As the first step towards our opportunity mission, we have begun the critical work of recruiting 6,500 new expert teachers. We have fully funded a 5.5% pay award, begun Ofsted reform, and taken steps to make teachers’ work more flexible and ensure that workloads are more manageable. I am determined to reset the relationship between Government and the workforce to drive high and rising standards for all our children.

[Bridget Phillipson]

My hon. Friend is right to draw attention to the challenges that we face in particular parts of the country, and there are no greater champions of Portsmouth than her and the Under-Secretary of State for Education, my hon. Friend the Member for Portsmouth South (Stephen Morgan). We are taking steps to ensure that teaching is the go-to profession for our best graduates, as well as ensuring that we keep experienced, well-qualified professionals in teaching. On specialist support, we have set out measures around SEND reform and additional investment to address the challenges that my hon. Friend identifies.

[Bambos Charalambous]

I begin by thanking all the teachers, support staff and senior leaders in my constituency of Southgate and Wood Green, and across the country, for their hard work ensuring that our children receive the high quality education they deserve. Teachers’ pay, their workload and the environment in which they work have been highlighted as reasons why they leave the profession. Can my right hon. Friend tell the House what steps she is taking to address the reasons for teachers quitting the profession?