Education: Music A-level

Lord Bishop of Chichester Excerpts

Monday 24th June 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it is correct that some universities have withdrawn the list of facilitating subjects, but they have replaced it with a website which gives children pointers to the sorts of subjects they need to study if they are to go on and do challenging degrees; for example, if you want to read medicine, you cannot do that by dropping science subjects at either GCSE or A-level.

[The Lord Bishop of Chichester]

My Lords, does the Minister agree that the decline in music A-level is part of a broader problem of social inequality in access to music itself and music education? Is it not time for the Government to reassess the persistent and growing evidence of the damaging effect of EBacc and the contribution of music through other routes such as BTEC in broadening access to our leading conservatoires, and to adjust the disproportionate bursary funding that allows £9,000 to music graduates but up to £32,000 to graduates in other subjects, in spite of recognition that music is vital to sustaining the creative industries in our country?

[Lord Agnew of Oulton]

The right reverend Prelate shares the concern of many Peers in this Chamber today. As I have said in Answers to earlier Questions, music has been extremely important in my own life; as I mentioned a year ago when this was raised by my noble friend Lord Black, my own father was cured of a debilitating stammer through the discovery of singing when he was a teenager. However, as I said earlier, children can discover music not only through the specific routes of GCSE and A-level. We have set up the music education hubs, which have been an outstanding success. In 2013-14, some 600,000 children had access to them, and last year, according to Birmingham City University, 89% of schools and some 700,000 pupils benefited from them.

Religious Education

Lord Bishop of Chichester Excerpts

Monday 17th December 2018 Grand Committee

[The Lord Bishop of Chichester]

My Lords, I am grateful to the noble Lord, Lord Alderdice, for securing this debate and for placing our understanding of how to be in the world as the foundation for this report, Religion and Worldviews: the way forward. A national plan for RE. The report has been widely welcomed by many who are committed to the best possible teaching of RE, including the Church of England’s education office. We are grateful to the very reverend John Hall for leading the commission that has produced the report.

There may be many causes for the decline in the delivery of good-quality teaching in RE, but one of them will undoubtedly be the exclusion of the subject from the EBacc and a consequent decline in the number of qualified RE teachers in schools. This might well be an unintended consequence, but it is worth noting that for the same reason there is also a serious concern about the lack of music teachers and teaching posts. The EBacc is seen as a disincentive. On both subjects, I believe that the quality of the education we give to pupils in our state-funded schools is seriously diminished. I join others in welcoming the recent comments by Ofsted Chief Inspector Amanda Spielman, who in a recent speech at the SCHOOLS NorthEast summit in Newcastle, asserted the importance of quality education in the broadest terms,

“encouraging the take-up of core EBacc subjects such as the humanities and languages at GCSE, alongside the arts and creative subjects”.

I hope the Minister presses the point with Ofsted so that a school could not be judged outstanding if it were not able to demonstrate excellence in religion and worldviews—RE, if you wish to call it that—and the arts, especially music.

It is the Church of England’s hope that this CRE report will contribute to a significant improvement in the delivery of an education in which the skills of religious literacy are a natural and valued element. The urgent need for this has been well stated by the Religious Education Council of England and Wales’s chief executive, Rudolf Eliott Lockhart, when he observes:

“More than ever, as our society becomes multicultural and religious extremism dominates the news agenda, we need young people to be religiously literate”.


In the 11 recommendations of the report, the language of national entitlement underlines the seriousness of the matter. I believe this is something that the noble Lord, Lord Alton, has also touched on as a right. The entitlement is outlined in pages 12 and 13 of the report. The recruitment and training of teachers in this subject is a vital element in the delivery of excellence in this important area. The call for teachers of secure subject knowledge and for promoting the value of scholarship is greatly welcome.

In today’s pluralist society, we need teachers who will challenge cultural and religious stereotypes from a position of understanding and respect. In the case of religions that have an inherited and shared cultic practice, an identifiable canon of foundational texts and an organised pattern of leadership, it will be important to ensure that secure subject knowledge also includes the ability to explore a faith system’s world view through the practices that define and sustain it. In this respect, I hope that any national body that is responsible for developing coherent programmes of study would be required to consult religious and cultural organisations, particularly those whose practice, texts and organisation are the material for study in our schools.

Finally, recommendation 11 opens some serious questions about the withdrawal of pupils from this vital area of education. What plans does the Department for Education have to provide additional legal advice to governors and teachers about what should constitute legitimate grounds for the right to withdraw a pupil from the best that can be offered in the study of religion and world views? How will the Department for Education protect teachers from complaint and prosecution on the basis of ideological or racist views about this subject?

The Secretary of State has stated in his response to the report that his priority is to provide stability to schools, yet I fear that without action to support and incentivise the teaching of humanities, arts and RE by well-trained teachers the inevitable outcome will be not stability but narrowness and decline.

Schools: Music Education

Lord Bishop of Chichester Excerpts

Thursday 18th October 2018 Lords Chamber

[The Lord Bishop of Chichester]

My Lords, I am grateful to the noble Lord, Lord Black, for his magnificent introduction to this debate, and for the opportunity for us to remind ourselves of the vital importance of music and the arts generally to the creative industries and the life of our nation.

The decline in funding for music in schools, and in its take-up at GCSE and A-level, has already been identified and the crisis we now face has been rehearsed. I add my voice to those who have called for a thorough review, and possibly the abolition of the EBacc as a means of addressing the situation.

The benefits of music are considerable in the delivery of an integrated education that develops the whole person and meets the diverse needs of any school and the community it serves. Many of these achievements have been rehearsed already in the debate. Learning a musical instrument can develop personal discipline, as performing in a band, orchestra or choir develops a sense of mutual responsibility and respect. Similarly, performance can enhance self-esteem, leadership skills and the determination to achieve. The importance of these skills for future employment has also been noted by the noble Lord, Lord Lipsey.

So much of this is recognised in the 2011 DCMS national plan for music, which makes the failure to deliver and secure the future of music all the more alarming. The decline of the music sector in state-funded education is, as we have also already heard, not replicated in the independent sector, where emphasis on music and the arts remains one of the major selling points of an education that will develop the whole person, build confidence for life, and lead to fulfilling employment.

Music is in danger of being eliminated from areas of deprivation, and of becoming something increasingly London-centric. The Music in Secondary Schools Trust—which, as the noble Lord, Lord Lingfield, mentioned, is supported by the noble Lord, Lord Lloyd Webber—makes an incredible and important contribution, but it is London-centric.

It is noteworthy that the Church has been a patron of music across many centuries; many of our cathedrals still play a part in opening a door to a child with musical ability from a family that may not be wealthy but will be willing to support their development. We in Chichester have recently seen a child from a low-income family win a choral scholarship and board and get an outstanding fully funded education, which resulted in winning a similar package of scholarships at Lancing College—although this is all in the independent sector. We in Chichester are also linked with the Lutheran Church in Germany. I recently visited the Diocese of Bayreuth and there, through the state funding of the Church—through church tax—they have an independent music academy that specifically trains young musicians for church music. This extraordinary, wonderful facility, as a conservatoire, boasts a building with seven organs, 12 harpsichords, a piano in every room, recital spaces, and training in music teaching for young and old alike. We are nowhere near this; our pride in the English and Anglican choral tradition is likely to be eclipsed if we are not careful.

The importance of music as an element of education that nurtures ability in the humanities and the sciences alike is too valuable a resource to be left to the small sector of society that benefits from independent education through being able to afford it, or through having parents with the determination and social confidence to secure it through scholarship—and that is never without personal, social and emotional cost.

The loss of music resources from state-funded schools means we will inevitably fail to release the talents of some of the most able and imaginative children in our nation, because only some have access to its benefits. Moreover, we shall fail to provide an education that gives those with particular needs—in terms of learning, social adjustment, personal development and many forms of impairment—an opportunity to benefit from a mode of communication that can release them to attain a more socially fulfilled life.

One of the complications in sustaining a vibrant musical life in our schools is the availability of appropriately qualified teachers, as we have already heard. Music gave space for creativity in the curriculum; the lack of that space has increasingly created a feeling that teaching is simply a tick-box exercise. It was recently reported nationally that, in Devon, a primary school teacher of 17 years’ service—who represents the “wastage rate” of 10.5% in the profession—resigned to go freelance as a poet. On resignation, he sponsored a billboard poster that read:

“Children! You are not data: learn, inspire, dream, create”.


The loss of music from our schools is of detriment to the teaching profession. I hope the Minister will encourage a review of teacher retention, addressing the causes of its low levels and how to redress this.

Another challenge in promoting music in schools is that it often lacks a supportive culture to make it as attractive in a peer group as sport. How good it is that the crisis in music has prompted celebrity role models to speak out: Ed Sheeran, JB Gill and Laura Mvula have all spoken about the importance to them of music, representing the diversity of cultures from which they come, and which is important in our schools in making music.

The funding of local choirs and youth orchestras, and places where people can rehearse and perform, has been widely diminished by the loss of public funding in local government. The Guildhall School of Music & Drama notes that 76 music teachers were made redundant in the closure of Wiltshire County Council’s music service in 2016. In some counties the service continues but with a charge, although the Guildhall School also notes that in some cases that charge is as much as £4 an hour more than in the independent sector of music teaching. I hope that this can be reviewed and that we address the need for funding at a local level those community organisations that will sustain and enable to flourish what we seek to pay for in supporting music in our schools. The long-term damage that we shall sustain as a result of what we are doing to music in schools and local communities will ultimately cost us far more in many different ways than the short-term financial savings that seem to be causing this damage.