Five years ago, a survey of music lessons found that 'Statutory provision is often curtailed: music is no longer taught across Key Stage 3 in more than 50% of state-funded secondary schools.' In addition, in half the primary schools surveyed, music gave way to extra English and maths by the beginning of the second term.
The report was called Music Education: State of the Nation. It was published by the All-Party Parliamentary Group for Music Education, the University of Sussex and the Independent Society of Musicians (ISM). It talked of 'a squeeze on funding' and 'pressure on the curriculum due to accountability measures', concluding that these factors 'now challenge the very existence of music education.'
Many would say that five years on, little has changed. A 2022 survey of music teachers by the ISM found that there was significant variability in music provision, particularly in primary schools. It also found that the Key Stage 3 music curriculum had been progressively narrowed, mostly in academies.
However, some areas, such as Shropshire, are finding new ways to help schools deliver the primary music curriculum in a fun way at minimal cost.
The challenges that face schools
Joe Butler is curriculum coordinator for Shropshire Music Service and Inclusion Lead for The Music Partnership. He notes that the key challenges for schools are:
- Staff musical expertise – Can staff play an instrument? Sing with accuracy? Sing with confidence? Read notation?
- Staff pedagogical expertise – Can staff assess pupils and give meaningful feedback?
- Staff confidence – Even with a comprehensive purchased curriculum plan, many staff feel they lack the necessary musical knowledge.
- Budget – Is there funding for instruments, space, staff training, bringing in specialists or partnership with the local music service?
- Senior management – Are they willing to fight to retain music and provide a variety of musical experiences, choral and instrumental, for their pupils?