Education: Multi Academy Trusts

Baroness Fleet Excerpts

Wednesday 6th April 2022 Grand Committee

[Baroness Fleet (Con)]

My Lords, it is a privilege to speak after hearing from two such knowledgeable noble Baronesses. I thank the noble Lord, Lord Lingfield, for this debate on multi-academy trusts and for his considerable contribution to education over many years. I declare my interests as chair of the expert panel for the new national plan for music education and governor of Shoreditch Park academy, one of 10 schools in the City of London Academies Trust.

I congratulate the Minister on the sharp focus of the White Paper, and particularly on its inclusion of cultural education and music—a brief mention, but there none the less, which is very important. Music education could play an important part in driving up standards, particularly in primary schools. The benefits of music are well rehearsed: for example, improved memory, concentration, self-control and self-confidence. This has been endorsed by research from Germany published recently by the Justus Liebig University in Giessen.

Many, if not most, multi-academy trusts recognise the value of music and have embraced it as an essential part of their curriculum and school life. In one City of London academy, 40% of year 11 pupils are taking music GCSE, having had no experience of music in their primary schools. This pattern is seen elsewhere. Ark Schools reports that there has been a 200% increase in take-up of GCSE music. United Learning has put music at the centre of all its schools.

I give one example of a school in Northamptonshire that has flourished, I believe, partly as a result of its commitment to music: the Malcolm Arnold Academy. All pupils have access to one-to-one instrumental tuition. Pupils can join one of the school’s four choirs, as well as—wait for the list—the brass ensemble, folk group, concert band, big band, jazz group or rock band. They have all been covered there. Provision is also designed to be fully inclusive, with the school’s designated special provision for pupils with moderate, severe or profound permanent bilateral hearing loss. There are examples such as this in MATs up and down the country, with high academic standards and a commitment to brilliant music education for all.

Some primaries that are not part of a MAT are undoubtedly providing an excellent education, including music, but what of those that are struggling and cannot afford to provide musical instruments for all pupils and music teachers to teach music? Putting music at the heart of a primary school can be transformative. Feversham Primary Academy in Bradford is a textbook example. It is a school in one of the most disadvantaged areas of the country, with 27% eligible for pupil premium and 78% with English as a second language. In 2012, it was in special measures. In 2022, it is rated an outstanding school. This has been achieved thanks to the vision of the headmaster, who recognised the value of music—that it could add so much to the community and the school. Every one of the 500 pupils has three hours of timetabled music every week and learns to play an instrument.

My point is that, increasingly, multi-academy trusts are recognising the important role that music can play in a school, driving up standards across the board. They are finding means and ways to deliver excellent, fully inclusive music education to all pupils, irrespective of their background or family circumstance, alongside a rigorous academic education—precisely because they are part of a committed academy trust. I look forward to hearing from the Minister about the incentives being considered to persuade more schools, particularly small primaries, to become part of an academy trust.