Creative Arts Education

Polly Billington Excerpts

Wednesday 18th December 2024 Westminster Hall

[Ms Polly Billington (East Thanet) (Lab)]

It is an honour to serve under your chairship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for securing the debate. I must declare an interest as the chair of the all-party parliamentary group on art, craft and design in education.

When the sunsets in your town are named after the painter who made them famous, when some of the most loved comedians of the 20th century lived and partied there, when classic books were written or set there, when music hall celebrities made their home there, when one of the most loved Victorian authors lived there and whole weekends are dedicated to celebrating his books, and when actors, musicians and creatives of all kinds flock there, you know that art and creativity are sewn into the fabric of the place that you call home. Everywhere someone turns in Thanet, they bump into an enormously rich heritage of art and creativity. Thanks to the energy, drive and vision of many individuals in our community, art and creativity are part of our present, too. From the Turner gallery to Ramsgate Music Hall, from Screaming Alley to the Pie Factory, and with award-winning artists such as Lindsey Mendick and our very own globally famous Tracey Emin, our home is the home of many artists. Back in the 1870s, we even had Vincent van Gogh, who taught at a school in Ramsgate.

Margate is obviously known as the proud home of the Turner Contemporary art gallery, which is a symbol of the creative sector’s potential to help regenerate coastal communities like mine. There is a long and proud British tradition of talking about the importance of the creative industries, but if we do not also champion creative education, we sentence that extraordinary history to a slow death. Creative education has suffered hugely since the introduction of the English baccalaureate and progress 8, with a dramatic reduction in the number of students taking arts-related subjects. The statistics that the hon. Member for Chichester referred to strike fear into the heart of those of us who know the importance of art and creativity to the wellbeing and advancement of not only our industries, but our young people. As chair of the all-party parliamentary group for art, craft and design in education, alongside the chairs of many other APPGs that represent creative subjects, I am campaigning for the Department to scrap the EBacc and progress 8, as part of the curriculum review, so that we once again encourage all children to take up the arts.

It is important to note that private schools know the value of arts education, which is why they spend so much time, money and effort on encouraging it. We now have a situation in which 40% of people working in the film, TV and music industries were educated at private schools—I remind Members that 7% of the population were educated at private schools—but that is entirely unsurprising, because private schools understand and value the benefits of creative education. Talent is spread equally across all children, but opportunity most certainly is not. With the EBacc and progress 8, the previous Government created a situation of arts education becoming the domain of those who can afford it. If those children deserve an arts education, so do the 93% of kids in state schools. We risk missing out on so much untapped talent across the country. We do not know who the next Tracey Emin or Bob and Roberta Smith is, and if we restrict arts education, I fear that we never will know. Creativity is fundamental to the human condition. We should expand education, not restrict it.

Before I finish, I want to point out the importance of the creative sector to not only our economy, but learning for people with special educational needs. The crisis in our education sector for those young people is particularly significant, because creative education is a way of their accessing learning and helps them to live their fullest lives. I pay tribute to Sammy’s Foundation, which was set up by Patricia Alban, one of my constituents, after her son, Sammy, tragically died. It teaches heritage craft skills to neurodivergent young people to help them to realise their potential and become master artisans. The reality is that young people such as Sammy who are consistently failed by mainstream education could find their passion and career in creative education, and fill a huge skills gap in the craft and heritage workforce. The new Government have taken positive steps by outlining the vast potential of the creative sector, but if they want to unlock the real potential of the industry, they need to enable creative education to thrive, not wither.

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[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

It is a pleasure to serve under your chairship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for obtaining this important debate on a topic I am passionate about.

Cornwall, where I come from, is rich in the creative arts. I have spoken previously about the world-class Falmouth University, which grew out of a 100-year-old art school, with a strategic focus on creativity and technology. I welcome the inclusion of the creative industry in the UK’s eight growth sectors in the recent industrial strategy. It is brilliant that it has been recognised as an economic driver.

Creative education has so many impacts. I will name a few, even though I should not need to, because each one should be enough on its own. The skills development, critical thinking and problem-solving skills gained from an arts education help to focus on future industries such as tech and digital media, driving economic growth. Creativity and entrepreneurial skills go hand in hand. Cornwall is teeming with small and medium-sized enterprises and one-man bands, which stimulate the independent sector and the growth of the area. That is well worth it in an area such as Cornwall that struggles with deprivation.

[Ms Billington]

On my hon. Friend’s point about helping to grow the local economy, can we stop the suggestion that art is anything other than a serious subject? We have had far too much of the idea that it is soft, easy and does not add to wider education and understanding. It is not just an economic driver but fundamental to the human condition.

[Jayne Kirkham]

You are right that it is an important subject in its sheer scope, alongside the sciences, maths and everything else. It does more than enrich our lives; it is a fundamental part of our lives.

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[Ms Billington]

I am interested in the idea that there is a limited amount of time in the state school curriculum, but there does not seem to be a limited amount of time for creative education in private schools. If it is important for private schools, then it is important for state educated children, so why can we not find the time for it?

[Neil O’Brien]

With respect, I am all ears, and it will be for the Government to say where they will find the time for those things. In principle, I have no objection, but I do not believe that the hon. Lady thinks that there is an unlimited amount of time in the school day, or that our teachers can all do endlessly more work. Of course that is not the case—no one believes that; there are choices here.

If I can return to the spirit of good will and Christmas, I want to commend something good that the Government have published: the evidence pack published alongside the curriculum and assessment review. It is a good piece of work that brings some nuance to the debate that is not always there. It shows that, although the numbers doing GCSE are somewhat down for some art subjects, the numbers doing other types of qualifications are going up at the same time. A lot of the bigger changes are nothing to do with art subjects whatsoever. We see less time spent on ICT in schools and more time spent on English, maths and science. I commend to hon. Members that very good piece of work by the Government; I strongly endorse the nuance that it brings. We all want to see more of these wonderful things happening in our schools, but I also beg that everyone is honest about the trade-offs involved.