ISM report reveals 'a critical time for music education'

Drawing on an ISM survey running from 16 November 2021 to 10 January 2022, Music: A subject in peril? collates responses from more than 500 music teachers.

Aiming to ‘take stock’ of music provision in schools and offer recommendations to policy-makers, the report is billed as ‘uncomfortable reading’.

Some findings have been teased over the last few weeks, including the statistic that 99 per cent of respondents want to be consulted on the imminent National Plan for Music Education (NPME).

The central themes of the report are the NPME, provision in schools, budgets, support from the senior leadership team (SLT), and the impacts of accountability measures like the EBacc and Progress 8. Direct quotes from respondents make up a significant proportion of the report.

Chief executive of the ISM Deborah Annetts said: ‘I cannot overstate the importance of the ISM’s new report, Music: A subject in peril?. Hundreds of music teachers took the time to tell us their experiences in the classroom and this report is an honest reflection of their experiences. 

‘This is a critical time for music education with the refreshed National Plan for Music Education due any time now. Although the Plan has an important part to play in the future of music education, it will not be able to fix the issues which the report uncovers.’

She added: ‘What is clear is that our music teachers are dedicated and passionate and they know what good music education is. The Department for Education must commit to a full consultation on the refreshed National Plan for Music Education before implementation.’

Key findings from the full 15-page report published today (23 March) are: 

• 61 per cent of respondents said that their music budget was insufficient, with the mean yearly departmental budget in maintained schools standing at £1,865. In academies and free schools it was £2,152, and in independent schools it was £9,917.
• Music teachers reported having to pay for instrument repairs and resources with their own money.
• In terms of provision, the most varied experiences were in primary schools, with responses ranging from ‘virtually none’ to a fully comprehensive offering.
• Extra-curricular activities and group singing have not resumed in some primary schools, despite Covid restrictions being lifted in schools in July 2021.
• Carousels or rotations are in operation in some schools. Of teachers who reported this, 68 per cent worked in academies, 22 per cent in maintained schools, and 10 per cent in independent schools.
• 93 per cent of respondents said that the EBacc and/or Progress 8 had caused harm to the provision of music education - in some cases, courses have been dropped from the curriculum. 
• Seven clear themes emerged when respondents were asked how the NPME should be revised: increased, ring-fenced funding; addressing the narrowing of the curriculum and reforming the EBacc; supporting the workforce both in and out of the classroom; giving the subject a higher profile and increasing its value; more diverse and accessible provision; consultation with current teachers; and for it to be realistic.
• 90 per cent of respondents working in schools said that their head teacher was supportive of music in the school, although analysis of the qualitative responses revealed a ‘more mixed picture’.

The report goes on to list 12 recommendations to the government, including that it ‘keep[s] its promise and consult the sector on the contents of the refreshed NPME before final publication’ and ‘ensure[s] the refreshed NPME is the blueprint that promotes equal music opportunities, as promised’. 

MT understand that the DfE does not intend to share the NPME or its contents before final publication.

In 2020, the ISM published its report The heart of the school is missing, and in 2019, co-authored Music Education: State of the Nation. 

Read the full report here. 

This article was originally published by Music Teacher Magazine​. You can find the original version of this article here.