EBacc: Expressive Arts Subjects

Fiona Mactaggart Excerpts

Monday 4th July 2016 Westminster Hall

[Fiona Mactaggart (Slough) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Buck. I apologise to the Minister for not being able to stay to the end of the debate because I am committed to celebrating youth theatre at the National Theatre’s Connections festival this evening.

At the Barbican last week, I saw the first performance of Sir Peter Maxwell Davies’s last opera, “The Hogboon”. Like many of Max’s works, it used the talents of professional and amateur artists, and involved children as performers. Seeing a chorus of London schoolkids perform the role of the monster, Nuckelavee, was an artistic triumph and for the children also a great personal achievement. What did they learn? Not just singing, but self-confidence, teamwork, timing, communication with an audience and the value of practising, rehearsal and listening to others. That is what performance can bring to anyone’s life.

I will never forget a prisoner who had just been in a performance of “Chicago” at Bronzefield prison. He grabbed my collar and said: “I’ve been a thief for years, but doing this is the best thing that’s ever happened to me. I see how I can change now. Every prisoner should get a chance to do this.”

George Kirkham, who runs the Creative Academy in Slough, described to me a conversation he had had with a recruiter from one of the biggest national recruitment agencies who told him that they would rather employ a young person with a performing arts degree than with an economics degree because they know that performing arts students have transferable skills. Thirty-five years ago, Brigid Beattie, who took over failing secondary schools in Wandsworth that had just merged and that had a very poor reputation, told me: “Fiona, I will make this an excellent school and I will do it through the medium of drama.” At the time, I was sceptical, but within a very short time it had become a beacon school with outstanding results.

I started my remarks with these anecdotes to show what expressive arts education can instrumentally bring to a young person’s education. We are in an era when claiming that experiencing creative arts subjects is valuable for its own sake, as the hon. Member for Somerton and Frome (David Warburton) rightly did, risks implying that absolute rigour and high standards of learning are not expected. Well, I do expect that. I was a teacher and I know that ensuring that young people experience creating and making things, as well as learning about what other people have made and developing skills such as numeracy, is vital to their emotional and intellectual development.

The problem at the heart of this debate is that we all know that what counts in public policy is what is measured and if what is measured is only EBacc subjects, only they will count. That is why, if we have a mandatory EBacc, we will betray the young people of Britain if it excludes all the expressive and creative arts.

Britain outperforms most countries in the number of Nobel prizes we have achieved. I am certain that is because our education system has traditionally included an emphasis on both science and creative subjects. If we abandon that combination, we will go backwards. It is disingenuous to claim, as the Secretary of State did in a recent speech, that the arts are

“the birthright of every child”

and that

“a young person’s education cannot be complete unless it includes the arts.”

She assured the arts sector that there is nothing to fear from the English Baccalaureate. I am sure that was her hope, but the evidence shows that she is mistaken.

The introduction of the EBacc coincided with a relative fall in the number of qualified teachers employed in schools to teach such subjects and the number of teaching hours devoted to them. According to a survey by the National Society for Education in Art and Design, 44% of secondary teachers said less time was allocated to art in key stage 3 and 34% of those working with post-16s said that courses had been cut. We have heard from my hon. Friend the hon. Member for Newcastle upon Tyne North (Catherine McKinnell) about the decline in the number of students taking GCSE subjects in art and design, media, music and so on. That fall coincides with a rise in the number of young people studying EBacc subjects. It is not an overall fall in GCSEs. The total number of GCSE entries in all subjects has increased this year by 0.3%, but over the same period the number of exam entries for arts subjects has fallen by 8%. The falling take-up of arts GCSEs is already spilling over into A-levels. There were 4,300 fewer candidates for A-level arts subjects this year—a decline three times bigger than the 1,500 recorded in 2015.

If the Government are determined to continue with an EBacc measure, it would be easy to fix the problem without in any way watering down the emphasis on the other subjects by simply requiring one creative arts subject within the EBacc portfolio. The qualities that almost all these creative subjects nurture are the qualities that companies know they need. The Government’s emphasis on so-called hard subjects, on factual learning, is old-fashioned and fails to recognise or nurture one of the traditional strengths of British education—that creativity has always been at its core. That is a reason why we are a world leader in creative industries, yet the Government’s approach to school education is putting that at risk.

John Kampfner, who leads the Creative Industries Federation, called the decline in students taking GCSEs in creative subjects “alarming” and said that it

“further confirms a longstanding trend that EBacc is clearly exacerbating...The impact will not only be felt by the creative economy but also by other sectors, such as engineering, that desperately need some of the same skills. Although it is possible to take up jobs in our sector without exam results in creative subjects, it is much harder and potentially more expensive…which obviously further diminishes the chances for young people from more disadvantaged backgrounds.”

He went further than that, but I want to deal with the point about disadvantaged backgrounds, because it is those young people who are losing out most. It is in their schools that there has been the fastest decline in qualified teacher numbers, while schools such as Eton, on the border of my constituency, still celebrate and develop excellent teaching in music, drama and art, as Tom Hiddleston, Harry Lloyd, Eddie Redmayne, Henry Faber, Harry Hadden-Paton, Dominic West, Damian Lewis and Hugh Laurie can all attest.

[Mr Gibb]

Can the right hon. Lady tell me what proportion of pupils at Eton study the EBacc combination of GCSEs?

[Fiona Mactaggart]

My point is not that young people should study these creative subjects instead of the EBacc, but that they should be part of the mandatory experience of young people, which is the case at Eton. Eton has brilliant drama, music and art education. The facilities are extraordinarily wonderful.

[Kerry McCarthy (Bristol East) (Lab)]

Is it not likely that the sort of people who go to Eton and other public schools have the sort of cultural background whereby they get taken to the theatre, they have books at home and they are exposed to classical music? That is precisely the point; that is why it is so much more important to teach these subjects in the sort of schools that I have in my constituency, where people do not have that advantage.

[Fiona Mactaggart]

Absolutely. Actually, the previous theatre teacher at Eton said:

“For me the importance the work has here in the boys’ lives is the reason they do such good work afterwards. That importance arises from many things. One is that we don’t do drama just for its educational value. We do a play as a work of art, to be explored at its fullest.”

It is rare for children to have that experience of creating, of making a work of art. They can do it if they learn these expressive subjects. The problem is that this Government view them as an optional add-on. When I asked the Prime Minister about this issue and referred to his experience at Eton, he said:

“It is essential that we get more children learning the basic subjects and getting the basic qualifications. It is then more possible to put in place the arts, the dance and the drama that I want my children to enjoy when they go to their schools.”—[Official Report, 4 November 2015; Vol. 601, c. 962.]

I do not see it as a question of the basics and then these frilly add-ons. In my judgment, these subjects are as basic as every other subject in the EBacc. That is why so many people have signed this petition. It is not saying, “Get rid of the EBacc.” It is saying, “Include expressive subjects in every child’s education, because if you fail to do that, you are letting them down.”