Asked by: Barry Sheerman (Labour (Co-op) - Huddersfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to encourage secondary school students to pursue careers in the creative arts sector.
Answered by Nick Gibb
The National Careers Service provides independent, impartial, professional advice on careers, skills and the labour market. This includes around 800 job profiles, including roles in the creative arts sector, that tell users what different careers entail and the different routes to enter those careers. In addition, the Careers & Enterprise Company is ensuring that every young person has access to work placements, work experience and other employer-based activities.
The Government is committed to high quality education for all pupils, including in the arts, and this supports pupils’ choices in terms of further study and careers. Schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development. The Department has spent over £620 million between 2016 and 2021 on a range of cultural education programmes, which we continue to fund this year. This includes the Model Music Curriculum which supports teachers in delivering high quality music education.
The Department’s programmes support curricular and extra-curricular arts and music education and most have a focus on enabling access and participation in the arts for disadvantaged pupils. For example, this can be achieved through opportunity areas as well as through the pupil premium targeted at disadvantaged pupils across the country. The Government’s flagship Music and Dance Scheme and Dance and Drama Awards also help to ensure that talented musicians and performers can access the world-class training they need to succeed in acting and dance careers, irrespective of background.
Finally, the Department works closely with the Department for Digital, Culture, Media & Sport (DCMS) to support careers in the creative arts. As part of the Creative Industries Sector Deal, DCMS committed £2 million to the Creative Careers Programme in partnership with industry, designed to inspire young people from across the UK to be taught about the range of career opportunities available to them in our world-leading creative industries. Activity is targeted at schools in Opportunity Areas and has reached over 115,000 students at 1,500 state schools across England to date. These schools have also been supported to meet Gatsby benchmarks, enabling them to provide their pupils with high quality careers information, advice and guidance.
Asked by: Barry Sheerman (Labour (Co-op) - Huddersfield)
Question to the Department for Education:
To ask the Secretary of State for Education, whether his Department has made a recent assessment of the availability of (a) drama, (b) art, (c) music and (d) performing arts GCSEs for secondary school students throughout the country.
Answered by Nick Gibb
The Government is committed to high quality education for all pupils including in the arts. Art & design and music are included in the National Curriculum and remain compulsory in all maintained schools from the age of 5 to 14. Requirements relating to drama are set out within the English curriculum, where all pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Post-14, all pupils in maintained schools must be offered the opportunity to study at least one subject in the arts. All state funded schools must teach a broad and balanced curriculum, and this includes promoting the cultural development of their pupils.
The Department has provided over £620 million of funding between 2016 and 2021 on a diverse range of music and arts education programmes. This includes the Model Music Curriculum which supports teachers in delivering high quality music education. We have committed £79 million in the 2021/22 financial year for Music Education Hubs which provide pupils with instruments to play in class, and £1 million for charities which teach pupils about different styles of music and the Department continues to fund a diverse range of cultural education programmes.
Since 2010, the proportion of pupils in state funded schools taking at least one arts subject has fluctuated across years but remained broadly stable.
Asked by: Barry Sheerman (Labour (Co-op) - Huddersfield)
Question to the Department for Education:
To ask the Secretary of State for Education, whether his Department is taking steps to increase the proportion of students opting to study (a) drama, (b) art, (c) music and (d) performing arts GCSEs at secondary school.
Answered by Nick Gibb
The Government is committed to high quality education for all pupils including in the arts. Art & design and music are included in the National Curriculum and remain compulsory in all maintained schools from the age of 5 to 14. Requirements relating to drama are set out within the English curriculum, where all pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Post-14, all pupils in maintained schools must be offered the opportunity to study at least one subject in the arts. All state funded schools must teach a broad and balanced curriculum, and this includes promoting the cultural development of their pupils.
The Department has provided over £620 million of funding between 2016 and 2021 on a diverse range of music and arts education programmes. This includes the Model Music Curriculum which supports teachers in delivering high quality music education. We have committed £79 million in the 2021/22 financial year for Music Education Hubs which provide pupils with instruments to play in class, and £1 million for charities which teach pupils about different styles of music and the Department continues to fund a diverse range of cultural education programmes.
Since 2010, the proportion of pupils in state funded schools taking at least one arts subject has fluctuated across years but remained broadly stable.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that children with SEND are able to access education remotely which meets their needs.
Answered by Nick Gibb
During the period of national lockdown primary, secondary, alternative provision and special schools remained open to vulnerable children and young people, including those with an education, health and care plan.
The Department published guidance regarding the provision of remote education during national lockdown, including guidance for pupils with special educational needs and disability (SEND), which is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/968401/Schools_operational_guidance_-March-2021-update.pdf. Where remote education is needed for pupils with SEND, their teachers are best-placed to know how their pupils’ needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school due to COVID-19. The requirement for schools is to use their best endeavours to secure the special educational provision called for by the pupils’ special educational needs remains in place. Where possible, special schools should follow the age-related remote education guidance for primary schools and secondary schools.
The Government is investing over £400 million to support access to remote education and online social care, including securing 1.3 million laptops and tablets for disadvantaged children and young people. As of Monday 8 March, over 1.2 million laptops and tablets have been delivered to schools, academy trusts, local authorities and further education (FE) colleges.
The Department has also made £4.84 million available for the Oak National Academy both for the summer term of the academic year 2019-20, and then for the 2020-21 academic year, to provide video lessons in a broad range of subjects for Reception up to Year 11. Specialist content for pupils with SEND is also available. This covers communication and language, numeracy, creative arts, independent living, physical development and early development learning. Additionally, the Oak National Academy offers therapy-based lessons and resources across occupational, physical, sensory and speech and language therapy.
We are providing £40.8 million for the Family Fund this year to support over 80,000 families on low incomes raising children with disabilities or serious illnesses: https://www.familyfund.org.uk/. £13.5 million of this is to specifically address needs arising from the COVID-19 outbreak, which may include assistive technology to aid remote education.
To ensure pupils with SEND are supported effectively, we have also funded the National Star College to launch their SEND Hub, providing advice and guidance on ways to ensure the curriculum is accessible and inclusive for all. This includes training on ways assistive technology can be used by teachers and Special Educational Needs Coordinators to support all pupils, including those with SEND.
There is a wide range of resources available to support schools and FE colleges to meet the expectations we have set. The Get Help with Remote Education page on gov.uk provides a one-stop-shop for teachers, signposting the support package, which is available at: https://www.gov.uk/guidance/get-help-with-remote-education. This includes helping schools and FE colleges to access technology that supports remote education, as well as peer-to-peer training and guidance on how to use technology effectively. It also includes practical tools, a good practice guide and school-led webinars to support effective delivery of the curriculum. Information is also available on issues such as safeguarding, statutory duties and expectations, supporting pupils and students with SEND, and recovery and catch up to stop pupils and students falling behind.
Asked by: Henry Smith (Conservative - Crawley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that all children with SEND are able to access education remotely which meets their needs.
Answered by Vicky Ford
On 8 January 2021, the department published updated guidance regarding the provision of remote education during national lockdown while attendance is restricted: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952443/210114_School_national_restrictions_guidance_FINAL_14012021.pdf.
This includes guidance for pupils with special educational needs and disabilities (SEND).
During the period of national lockdown, primary, secondary, alternative provision and special schools will remain open to vulnerable children and young people, including those with an education, health and care plan. For pupils with SEND, their teachers are best-placed to know how the pupil’s needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school due to COVID-19. The requirement for schools to use their best endeavours to secure the special educational provision called for by the pupils’ special educational needs remains in place. Where possible, special schools should follow the age-related guidance for primary schools and secondary schools.
Schools should work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education alongside their peers. All further education (FE) providers should give particular consideration on how best to support vulnerable and disadvantaged students and students with special educational needs who may not be able to access remote education without support.
The government is investing over £400 million to support access to remote education and online social care, including securing 1.3 million laptops and tablets for disadvantaged children and young people. This includes over 800,000 laptops and tablets that were delivered to schools, academy trusts and local authorities by 17 January 2021.
In addition, the department has also made £4.84 million available for the Oak National Academy, both for the summer term of the academic year 2019-20, and then for the 2020-21 academic year, to provide video lessons in a broad range of subjects for Reception up to year 11. Specialist content for pupils with SEND is also available. This covers communication and language, numeracy, creative arts, independent living, physical development and early development learning. Additionally, the Oak National Academy offers therapy-based lessons and resources across occupational, physical, sensory and speech and language therapy.
We have provided additional funding to one of our Demonstrators, National Star College, to provide training in assistive technologies to school teachers, leaders and special educational needs coordinators (SENCo). This training can be accessed by all state-funded schools and is available via the SEND hub: https://www.nationalstar.org/products-services-facilities/star-technology/accessible-tech/send-support-hub/?doing_wp_cron=1610617013.4222929477691650390625. The training has been designed to help secure remote education arrangements for pupils with special educational needs, with advice and guidance is also available to support the development of an inclusive curriculum. Between now and 31 March 2021, National Star College will:
There is a wide range of resources available to support schools and FE providers to meet the expectations we have set. The Get Help with Remote Education page on gov.uk provides a one-stop-shop for teachers and leaders, signposting the support package available: https://www.gov.uk/guidance/get-help-with-remote-education. This includes helping schools and colleges to access technology that supports remote education, as well as peer-to-peer training and guidance on how to use technology effectively. It also includes practical tools, a good practice guide and school-led webinars to support effective delivery of the curriculum, information on issues such as safeguarding and statutory duties and expectations information for supporting pupils and students with SEND, as well as signposting support for recovery and catch up.
Asked by: Lord Taylor of Warwick (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of report by the Incorporated Society of Musicians The heart of the school is missing, published on 6 December; and what plans they have to increase music provision in (1) primary, and (2) secondary, schools.
Answered by Baroness Berridge
Music and the arts are vital parts of children and young people’s education, and the Department remains committed to making sure all children have access to a high-quality music education. The Department has invested nearly £500 million of central programme funding between 2016 and 2020 on a diverse portfolio of music and arts education programmes.
In January, the Department announced a further £80 million investment in Music Education Hubs for financial year 2020-21 to ensure all children, whatever their background, have access to a high-quality music education.
The guidance for school opening is clear that all schools are expected to teach an ambitious and broad curriculum in all subjects, including music. The guidance also includes detailed advice on how to teach music safely given the additional risk of infection, including when singing and playing wind or brass instruments.
The Department notes that the survey underpinning the report was conducted in the first four weeks of the autumn term, during an unprecedented time for schools as they opened fully to all pupils. During this period, schools will have been busy implementing a wide range of measures, such as the extra measures to teach music safely.
Through close partnership working between the Department and Arts Council England, there are strong indications that more schools have been engaging with Music Education Hubs over the course of this term and are teaching music as part of their curriculum.
Asked by: Kate Green (Labour - Stretford and Urmston)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions his Department had with industry bodies within the music education sector before the publication of the 13 October 2020 guidance that removed music from the list of postgraduate bursaries for Initial Teacher Training; and if he will further consult with that sector before progressing with that policy decision.
Answered by Nick Gibb
The Government believes that the arts are an essential part of a broad and balanced education. Music is a statutory subject within the National Curriculum for maintained schools in Key Stages 1 to 3. At Key Stage 4, all pupils in maintained schools must be offered the opportunity to study at least one subject in the arts 'entitlement' area.
The Department reviews the bursaries that are offered for initial teacher training (ITT) before the start of the annual recruitment cycle. The decisions made by the Department take account of several factors, including forecast economic conditions, previous recruitment, and teacher supply need in each subject. Being able to change bursary amounts gives the Department the flexibility to respond to the need to attract new teachers, and enables money to be spent where it is needed most.
In the 2020/21 academic year, we have seen an increase in applications compared to previous years, and a 32% increase in postgraduate ITT applications compared to the equivalent period in the 2019/20 academic year[1]. Departmental analysis suggests that this increase will continue for applications to ITT courses for the 2021/22 academic year.
The Department recognises the importance of music within the National Curriculum. As we review ITT financial incentives during each academic year, the Department will consider the offer across all subjects before announcing the incentives for ITT courses taking place in the 2022/23 academic year.
In the 2019 spending round, the Government announced funding increases for schools across the next three years. This will mean an additional £2.6 billion for the 2020/21 financial year, £4.8 billion for 2021/22, and £7.1 billion for the 2022/23 in cash terms compared to 2019/20. In terms of distribution, this funding increase will allow every secondary school to receive at least £5,000 per pupil, and every primary school at least £3,750 per pupil this year (rising to £4,000 per pupil in 2021-22).
[1] https://www.ucas.com/data-and-analysis/ucas-teacher-training-statistical-releases
Asked by: Kate Green (Labour - Stretford and Urmston)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the potential effect of the decision to remove postgraduate bursaries for Initial Teacher Training in Music on (a) levels of music teacher recruitment and (b) the ability of schools to ensure that every student has access to a broad and balanced curriculum which includes music as part of their statutory entitlement.
Answered by Nick Gibb
The Government believes that the arts are an essential part of a broad and balanced education. Music is a statutory subject within the National Curriculum for maintained schools in Key Stages 1 to 3. At Key Stage 4, all pupils in maintained schools must be offered the opportunity to study at least one subject in the arts 'entitlement' area.
The Department reviews the bursaries that are offered for initial teacher training (ITT) before the start of the annual recruitment cycle. The decisions made by the Department take account of several factors, including forecast economic conditions, previous recruitment, and teacher supply need in each subject. Being able to change bursary amounts gives the Department the flexibility to respond to the need to attract new teachers, and enables money to be spent where it is needed most.
In the 2020/21 academic year, we have seen an increase in applications compared to previous years, and a 32% increase in postgraduate ITT applications compared to the equivalent period in the 2019/20 academic year[1]. Departmental analysis suggests that this increase will continue for applications to ITT courses for the 2021/22 academic year.
The Department recognises the importance of music within the National Curriculum. As we review ITT financial incentives during each academic year, the Department will consider the offer across all subjects before announcing the incentives for ITT courses taking place in the 2022/23 academic year.
In the 2019 spending round, the Government announced funding increases for schools across the next three years. This will mean an additional £2.6 billion for the 2020/21 financial year, £4.8 billion for 2021/22, and £7.1 billion for the 2022/23 in cash terms compared to 2019/20. In terms of distribution, this funding increase will allow every secondary school to receive at least £5,000 per pupil, and every primary school at least £3,750 per pupil this year (rising to £4,000 per pupil in 2021-22).
[1] https://www.ucas.com/data-and-analysis/ucas-teacher-training-statistical-releases
Asked by: Rupa Huq (Labour - Ealing Central and Acton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential merits of adding critical thinking to the secondary school curriculum.
Answered by Nick Gibb
It is imperative that all pupils, irrespective of background, are taught a broad and ambitious knowledge rich curriculum, covering the core academic subjects, alongside a vibrant arts education that gives pupils a deeper appreciation of their culture. This has been the emphasis of the Government’s National Curriculum and qualifications changes, to ensure that more pupils are able to access ‘the best that has been thought and said’, and to think critically within their subjects.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what steps they are taking to expand the provision of communications technology and broadband so that children will have access to online music education regardless of their socio-economic background or special educational needs.
Answered by Baroness Berridge
The arts form a vital part of children and young people’s education, and access to these important areas should not just be the preserve of the elite. Music is compulsory in all maintained schools from the age of 5 to 14, and academies are also required to provide a broad and balanced curriculum, which Ofsted consider in their inspections.
The department has invested nearly £500 million of funding from 2016-20 in a diverse portfolio of music and arts education programmes, and in January, we announced a further £80 million investment in Music Education Hubs for 2020-21 to ensure all children, whatever their background, have access to a high-quality music education.
The department is committed to the continuation of high-quality education for all pupils during this difficult time and it is supporting schools and parents through a number of initiatives. On 2 July 2020, the department published detailed guidance to support the full opening of schools from the beginning of the autumn term. The guidance made it clear we expect all schools to teach an ambitious and broad curriculum in all subjects from the start of the autumn term – including art and music. Furthermore, detailed guidance on music provision will be published shortly.
Resources may also be found through subject associations and professional bodies, such as BESA’s LendEd website and the EdTech Impact website for example, which include varied resources that teachers already use and rate within the websites. These resources have not been verified by the department’s educational experts, but we are signposting to them because they also cover other areas of the curriculum that are not covered in our list.
The department has announced £4.34 million of funding for the Oak National Academy for the 2020-21 academic year to provide online video lessons covering a variety of subjects, including music. The purpose of this funding is to enable Oak to provide support to schools in developing the ability to switch from classroom teaching to remote provision immediately in case of local lockdowns or self-isolation.
To help children to access education, including music, at home, we have provided laptops and tablets for disadvantaged children who would otherwise not have access and are preparing for examinations in Year 10, and to those receiving support from a social worker, including pre-school children, and care leavers. As of 30 June, over 200,000 laptops and tablets and over 47,000 4G wireless routers had been delivered or dispatched to local authorities and academy trusts.
Where care leavers, children with a social worker at secondary school and children in Year 10, do not have internet connections, we have provided 4G wireless routers to them so that they can learn at home. In partnership with BT, the department has also launched a service to provide children and young people free access to BT Wi-Fi hotspots. 10,000 families are initially able to access the scheme. This offer is currently being piloted and will be rolled out across England in the coming months. We are currently working with BT to expand this offer to allow more children to access the internet through their network of BT Wi-Fi hotspots.
We are also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families. For families who rely on a mobile internet connection, mobile network operators are working to provide temporary access to free additional data offering them more flexibility to access the resources that they need the most.