Question to the Department for Education:

To ask the Secretary of State for Education, what impact assessment was conducted to identify the consequences of not including arts in the English Baccalaureate.

The Government’s ambition is that at least 90% of pupils in mainstream secondary schools will enter GCSEs in the English Baccalaureate (EBacc) subjects of English, maths, science, history or geography, and a language.

The EBacc has been designed to be limited in size to provide a rigorous academic core whilst leaving space in the curriculum for other subjects. On average, pupils in state-funded schools enter nine GCSEs and equivalent qualifications, rising to more than ten for more able pupils.[1] For many pupils, taking the EBacc will mean taking seven GCSEs; and for those taking triple science, it will mean taking eight. This means that there will continue to be room to study other subjects, including arts subjects. A good foundation in the EBacc subjects helps to keep options open for work and further study.

Since the EBacc was first introduced the proportion of pupils in state-funded schools taking at least one GCSE in an arts subject has increased, rising from 46 per cent in 2011 to 50 per cent in 2015.

On 3 November 2015 the Secretary of State for Education launched a public consultation seeking views on the government’s proposals for the implementation of the English Baccalaureate.[2] The consultation closed on 29 January 2016 and the government’s response will be published in due course.

[1] https://www.compare-school-performance.service.gov.uk/schools-by-type?step=phase&geographic=all&region=0&phase=secondary&for=Key%20stage%204%20performance&basedon=Exam%20entries&show=All%20pupils&&schoolTypeFilter=allSchools

[2] https://www.gov.uk/government/consultations/implementing-the-english-baccalaureate