Music Education for Children with Physical Disabilities

Lord Aberdare Excerpts

Wednesday 30th July 2014 Grand Committee

[Lord Aberdare (CB)]

I am delighted to speak in this short debate and I congratulate the noble Lord, Lord Lipsey, on obtaining it and on introducing it so well. A number of the points that I was planning to make have already been made, so I will try to adapt my remarks accordingly. The Government’s national plan for music education, which was launched in November 2011, provides an excellent blueprint for maintaining and building on this country’s strong position in the world of music and the many advantages that that brings for our economy, culture and national well-being.

As we have heard, delivery of the plan is the responsibility of the music education hubs, which have four key roles. They must ensure that every child has the opportunity to learn a musical instrument; to make music with others; to learn to sing; and to be able to progress to further levels of achievement. In England, the bulk of funding for these hubs has been provided by the Department for Education, totalling £171 million for the three years 2012-13 to 2014-15. In addition, hubs are expected to draw in further support from local authorities, cultural organisations, businesses, trusts, foundations and philanthropists. I believe that they have been quite successful in doing that.

As we have heard, until last Tuesday, there was considerable concern over the future of government funding for the hubs beyond 2015. In addition, a consultation document issued in March suggested that local authorities should not be using any of their education services grant funds to support music activities. Since support from local authorities amounted to more than £14 million in 2013-14, these two issues cast a worrying shadow over the future prospects of the national plan.

I join other noble Lords who have spoken in welcoming very strongly the announcement last Tuesday that the department’s funding for music education hubs would be increased for 2015-16 to a total of £75 million. At the same time, the advice to local authorities not to use education services grant for music services was withdrawn, not least because of the efforts of the Protect Music Education campaign led by the Incorporated Society of Musicians, which was responsible for the great majority of the responses received. It would be wonderful, of course, to have some commitment on the level of funding for a longer period, say up to 2020, but I appreciate that, with a general election coming up, that might be unrealistic to expect.

The focus of today’s debate is to ensure that the national plan indeed extends to all children, as it aspires to, specifically including children with physical disabilities—although I would add children with special educational needs or in other circumstances of disadvantage.

The helpful briefings that I have received, including from the House of Lords Library and from the One-Handed Musical Instrument Trust, which my noble friend Lord Lipsey mentioned, have highlighted many impressive and often inspiring and heart-warming musical education initiatives for children with special needs. I have watched moving videos about the delivery of Drake Music’s introduction to music course at Treloar school for physically disabled children in Hampshire, and about singing activities at the Stephen Hawking School for children with severe learning difficulties in Tower Hamlets. According to the DfE, nearly 80,000 disadvantaged and more than 30,000 special needs students took part in instrumental ensembles and choirs in 2012-13.

However, it seems—for example, from a 2012 Ofsted report—that students with disabilities or special needs or who are eligible for free school meals are considerably less likely to be involved in musical activities than others. Some of the reasons cited include shortage of teacher time, absence of suitable spaces and facilities in schools, low expectations of what such students can achieve musically and lack of suitably adapted instruments and technology. Perhaps some of the extra funding from the Government could help the hubs to address those needs, as the noble Lord, Lord Lipsey, mentioned.

I believe that a smaller proportion of special needs children take music GCSEs. The national plan raised the issue of whether music technology could help to address that issue. Perhaps the Minister will comment on whether there have been any developments in that direction.

On its website, the One-Handed Musical Instrument Trust lists a remarkable range of resources to help children and others with physical disabilities to take part in musical activities, including specially adapted instruments, such as those which the noble Lord, Lord Lipsey, mentioned, electronic aids, organisations providing help in this area and performers with disabilities. The latter provide some quite remarkable role models to demonstrate what levels of music-making can be achieved by people with disabilities, such as Nicholas McCarthy, the only one-handed pianistic graduate from the Royal College of Music and the extraordinary horn player Felix Kleiser, who has no arms but plays the French horn to world-class standard entirely with his feet. The website does not state who turns the pages for him.

My question today is: how can the Government built on their very welcome provision of extra funding for the national plan to support and extend those activities and others like them so that it achieves its laudable goal of being available to all schoolchildren, whatever their circumstances and abilities? What can they do to monitor and increase the participation of children with special needs in musical activities and to assess its effectiveness? How can they help schools to obtain the special instruments needed; have access to technological solutions for music learning or composition; raise awareness of what can be and is being achieved for and by children with disabilities; share good practice through facilitating production of the sort of videos that I have been watching; train teachers to work with such children; or provide opportunities for young people with disabilities to experience live music?

I have another question. In March 2012, the Government set up a monitoring board for the national plan, which was to meet three times a year to review the overall performance of the plan and of the hubs. Have those meetings been taking place and, if so, what have been the views of the board on the progress of the plan so far, particularly in relation to disabled and special needs students?

There are some excellent organisations doing fine work in this field. The Government have already given a lead by setting up the national plan and giving commitment to its funding. What more will they do now to help to join up the work that is going on, to leverage its effectiveness and to ensure that young people with disabilities or other disadvantages are at the forefront of those taking part in and benefiting from the plan?