Educational Assessment System Reform

Jonathan Davies Excerpts

Wednesday 15th October 2025 Westminster Hall

[Jonathan Davies (Mid Derbyshire) (Lab)]

It is a pleasure to serve under your chairmanship, Ms Lewell. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing the debate. Leaders at the Derby college group told me that some of their students, including some with special educational needs, get trapped in a seemingly endless cycle of English and maths resits.

Those experiences put enormous pressure on students, contributing to the very poor mental health statistics that we have. I am keen for the Government to look at this issue. The Government are investing significantly in education and driving reform. I hope this debate will help them to consider how changes to the curriculum can improve young people’s mental health.

As a former music teacher, my perspective centres around creative subjects and the creative industries. One study by the American Psychological Association found that students taking music are one year ahead of their new non-music peers with regards to English and maths, so the higher uptake of creative subjects could go a long way towards helping young people pass their exams with less mental strain.

There is so much evidence for the positive contribution that the arts make to young people’s mental health, in addition to the broader importance of culture to our sense of self, national identity and the economy. The Associated Board of the Royal Schools of Music runs the largest national survey of children, adults and teachers about music education. Its 2025 “Making Music” report demonstrates the immense benefits that music brings. Of respondents who currently make music, building confidence and supporting mental health were the third and fourth most important motivations.

The highest ranked motivation was that it was fun, which doubtless improves people’s mental health, too. Three quarters of music teachers surveyed described music lessons as extremely important for the mental health and wellbeing of their students, and employers are clear that they want creativity and critical thinking from their staff. These are precisely the abilities fostered through the arts, but too often they are the first casualty of curriculum pressures. Indeed, 40% of schools no longer offer GCSE music at all.

There are two big updates from the Government that many people are waiting for. The first is the final publication of the curriculum review. In it, many people would like to see greater priority given to creative subjects, which are undermined by aspects of the system at the moment. The English baccalaureate in particular has been identified as a barrier to full engagement with creative subjects. Many people are asking for the EBacc to be scrapped, and we should at the very least look to reform it.

The second announcement we are waiting for is the national centre for arts and music education. There is much excitement about this body, but some of the detail is yet to come. If the Minister could furnish us with some more information about that today, that would be very welcome. However, I was concerned to read recently that the Department has decided to cut the training bursary for music teachers, as well as those doing religious education, English and art and design. I have reached out to the Department about that, but if we could get some of the rationale behind it, I would be very grateful. Given that we have missed our target for music teacher recruitment for many years, we need to be mindful that the new national centre has the workforce to staff it.

As a former music teacher, I have seen at first hand the power of a creative education to change lives. Children coping with the most difficult circumstances, through music and the arts, can connect to something beautiful—something that transcends time and space and gives voice to their expression. I know the Government appreciate and understand that, and I look forward to working with the Minister to deliver life-changing opportunities to children and young people in every part of the United Kingdom.