Access to Musical Education in School

Lord Hampton Excerpts

Wednesday 18th October 2023 Lords Chamber

[Lord Hampton (CB)]

My Lords, I also thank the noble Lord, Lord Boateng, for initiating this very important debate. As ever, I must declare my interest as a teacher of design and technology in a state secondary school. The Minister is going to be rather surprised and, perhaps, relieved that she and I are not going to go through one of our recent dances where I complain about the crushing weight of the curriculum and she replies that a knowledge-rich curriculum is good for everyone. No, I am going to suggest that there is, perhaps, some good news for once, because I think there is a simple first fix for addressing the problem of inequalities in access to musical education in schools.

When one thinks of music lessons, one tends to think of a single child playing an instrument, which, of course, is expensive and at the far end of the spectrum where most parents and children do not want to go, even if they could afford it. We must think of music lessons initially as a more collaborative process, whereby everyone gets to join in. As the noble Baroness, Lady Garden, said, we cannot all sing in tune, but nearly all of us can clap, stamp or make a rhythmic noise. It is that unity—the training to get a group making sounds in unison—that is at the heart of music’s benefit to students, for this encompasses discipline, athleticism and co-ordination in a way that not even sport can better, often for students who hate PE. From this may come a lifelong love of music that will, perhaps, encourage students to continue the subject on to GCSE, take up an instrument, or follow it towards a career in the music industry.

The school where I teach has a thriving music department. We take the newly arrived year-7s and give them choir practice for an hour a week during the school day. After six weeks, at a parents’ evening, the parents are treated to 220 year-7s, around half of whom will be eligible for pupil premium, singing “Moving On Up” in three-part harmony. I also speak as a parent when I say that it is an experience that truly makes the hair stand up on the back of one’s neck. As a team-building, confidence-building, stress-relieving exercise for students, this is hard to beat. The music lessons then continue as part of the curriculum until the end of year 9, when GCSE choices are made.

For a rewarding music experience for all pupils, therefore, schools just need to provide the willingness to give music the opportunity to thrive: the room to do it in and the expert teachers with the enthusiasm to teach it. Therein lies the problem. As noble Lords have said, schools are under pressure. Teachers are leaving the profession and, from our experiences, new teachers are hard to find. Reintroducing bursaries in 2024 for music teachers can only be a good thing, but it will take time for that to filter through. The value of music must be recognised so that teachers, who are vital to any subject, may be persuaded to stay and can see their work valued.

Taught properly by specialist music teachers, the value of music can be as an effective way to foster the benefits of teamwork for all, to improve behaviour, to reduce stress and to benefit cognitive learning skills in maths and communication for a minimal cost. Why would anyone not encourage this?