DfE Enrichment Benchmarks: a Reflection
19th June 2026
On Monday 15 June, the Department for Education (DfE) published a new set of enrichment benchmarks aimed at ensuring that children and young people have access to a broad range of skills and experience at school. According to the DfE background document, ‘Young people have told us that enrichment has improved their sense of agency, resilience and made them feel more confident about their futures.’
This framework follows in the footsteps of numerous governmental outputs from this academic year, such as the Curriculum and Assessment Review, Schools’ white paper, post-16 white paper and SEND reform, all of which indicate the Government’s intention to improve equity and quality of education. So, does this new initiative strengthen or strain the arts?
What does this mean for ‘the arts’?
Overall, it is a step in the right direction with the current government recognising the value of the arts for a holistic, well-rounded education as they have included the ‘Arts and Culture’ as one of the five enrichment categories. Yet, this means that if a school is offering quality enrichment opportunities in one aspect, such as drama, there is no clear expectation to also develop the different, complementary and equally beneficial activities of say, dance, or being part of a choir. Acknowledging their contribution to a worldly-wise, curious generation is certainly a development from the times of the EBacc, however, the new benchmarks are non-statutory; they do not have direct funding for all schools and accountability instead falls within the remit of Ofsted inspecting provision for personal development.
It is noticeable that in the Curriculum and Assessment Review the term ‘arts’ referred to arts subjects (music, drama, dance, visual art, literature, design, film and media). ‘Culture’, however, was not used alongside ‘arts’ and in the Schools’ white paper, ‘Every child achieving and thriving’, the two terms were separate:
‘A strong enrichment offer and revitalised arts curriculum will spark children’s creativity. Access to sports, culture and nature will expand their horizons.’
This begs the question of whether it is helpful to see arts and culture as two distinct areas or whether schools should be encouraged to blur these boundaries and not simply tick one box for curriculum and one for enrichment.
Our understanding is that this framework aims to increase opportunity and access for all: it clarifies a universal entitlement to enrichment in the five areas. We are in ongoing conversations how music tuition (aka peripatetic music lessons) fits with this. Our interpretation is that enrichment in music encompasses making music together (both singing and playing), experiencing live music and participating in group activities and clubs. We strongly encourage schools (and DfE) to see music tuition as an elective part of schools’ music curriculum, with a focus on progression towards clear and defined educational outcomes. Those delivering music tuition – often external staff – should be considered as an extension and complement to schools’ teaching staff.
There is also a degree of vagueness when it comes to the finances, with no clarity on how these activities will be funded and resourced for the average classroom. The quoted £16.8m is currently in the middle of a tender process and will be allocated to an organisation tasked to ‘enhancing coordination between enrichment offers that are delivered in and out of schools’, with a further £2.8m being spread over 400 pre-selected secondary schools with the most disadvantaged pupils. Therefore, no additional funding will fall into the pockets of most schools across England.
What does this mean for schools?
For schools who prioritise an arts-rich curriculum alongside enriching extra-curricular opportunities, these benchmarks are nothing new. These schools already know the value of arts and culture and can articulate this as part of their school’s wider offer and strategy.
For schools who do not offer enrichment opportunities, or where they are ad-hoc or less embedded in the school’s planning, this framework encourages the beginning of strategic thinking, questioning and reflection. The DfE have supplied useful ‘self-assessment’ and ‘action-planning’ tools but realistically, the ‘resource needed’ box will continue to overflow at most schools.
The absence of any additional funding for staffing, equipment, external expertise, transport, etc., all contributes to the senior leaders’ justification of where their school funding is being spent. As they’ll be battling against the other four categories of civil engagement, nature, outdoors & adventure, sports & physical activities, and developing wider life & future skills (including STEM and digital literacy) for funding, the current issues still stand.
What does this mean for music services, cultural organisations and artists working with schools to provide music services and enrichment activities?
Enrichment may be the new word on everybody’s lips, but the new guidance may not result in any changes to your daily activities. It may drive new interest from schools who do not engage, but as there is no new funding, you may want to consider how you might support a conversation with schools about how they can work with you.
Now what?
There are several key areas that you may need to consider to adapt your enrichment activities to satisfy the new benchmarks:
Ofsted
The inclusion of ‘culture’ in these benchmarks is not radical or new. This follows on from the Social, Moral, Spiritual and Cultural (SMSC) and Cultural Capital expectations placed on schools in previous iterations of Ofsted inspection frameworks.
These new enrichment benchmarks will be scrutinised by Ofsted inspectors interrogating how you cater for the ‘Personal Development’ evaluation area. We can watch this space to see if further training for inspectors is introduced, symbolising the importance placed on enrichment, and this being an entitlement for all.
Governance and Strategic Thinking
The introduction of these new enrichment benchmarks insists on more consistency in education. Many schools already prioritise funding towards culturally enriching trips and visits: many schools provide clubs at lunchtime and after school. The new element is the strategic thinking behind ‘what’ a school provides, and ‘why’, returning to a professional dialogue about the context that schools serve and what the intent of the curriculum is.
Curriculum Intent & Development
A curriculum that is enriched by purposely planned extra-curricular opportunities is going to be more engaging and have a positive impact on outcomes. It is important to rethink your definition of outcomes, which is not limited to concerts, attending performances or grades but also encompasses increased school attendance, improved wellbeing and a stronger sense of school identity and belonging. You also do not need to stay in the arts and culture box; work with other subjects to explore music through nature, dance, citizenship or digital literacy to widen the reach and increase opportunities.
Student Voice
The enrichment that you offer needs to be rooted in student voice and an activity’s success is not determined by attendance at a session. Find out whether there are barriers to people attending, like how they will get home, financial constraints or missing out on social opportunities at lunch/break. Student-led activities, supported by staff, can foster a sense of community and teach autonomy, leadership and teamwork, as well as ensuring that the activity satisfies their needs.
Communication
Assume that parents/carers and colleagues have no personal experience of music education and do not know its value or structure and speak directly to them. You may need to speak differently to the students, staff and families to promote what you do so think about how to pitch your opportunities. They may be much more accessible than people realise but you need to get this point across clearly. Tell a pupil’s personal tutor, support assistant or head of year about how they’re developing in your activities and demonstrate the impact of music.
Partnerships
To support the already stretched teaching workforce, working in partnership with universities, conservatoires, colleges, artists and cultural organisations can bring in expertise and improve the quality of musical activities. For external organisations, this focus on enrichment may lead to an increase in requests for partnerships. It is unclear whether the new National Centre for Arts and Music Education, due to be in place in Sept 2026 will include provision tailored to supporting enrichment. Music hubs and services are a direct support system for school yet the recent Cultural Learning Alliance Report Card highlights that 43% of primary teachers report that their school does not work with any external partners to deliver the arts. It is important to be conscious that the recent announcement of standstill funding and no multi-year settlement mean music services are attempting to do more with years without an increase in funding, which translates to a reduction in real terms.
As always, Music Mark will continue to inform the sector about the next developments and government policies, and are here to help our members as they navigate the ever-changing world of education.
8 Benchmarks: Taken from Department of Education
To read the full publication which includes school case studies visit:
Enrichment benchmarks – GOV.UK
- A strategically aligned enrichment offer
A school or college has an enrichment offer underpinned by its strategic vision and aligned with its broader priorities, such as:- attainment
- attendance
- behaviour
- careers guidance
- curriculum
- personal development
- wellbeing
2. A broad and well-rounded enrichment offer
Pupils and students have multiple and varied opportunities to engage in enrichment activities that are purposeful, fun and can support a thriving childhood and successful transition to adulthood. This could include through supporting wellbeing and social skills.
3. A well-communicated enrichment offer that celebrates participation and achievement
A school or college has an enrichment offer that is understood by pupils, students and parents, and celebrates participation and achievement.
4. An enrichment offer shaped by the school or college community
The enrichment offer is shaped with involvement from the whole school or college community, with consideration of its contexts and a particular focus on pupil and student voice and choice.
5. An accessible and engaging enrichment offer
The enrichment offer is designed to be accessible and engaging for all pupils and students. This includes considering any additional needs of:
- vulnerable and disadvantaged pupils and students
- young people with SEND
- young carers
- care-experienced children and young people
- those who are persistently absent
6. An enrichment offer that works in partnership
Pupils and students have opportunities to experience enrichment activities supported or delivered by high-quality external partners, in addition to opportunities developed within the school or college.
7. An outcomes-focused enrichment offer
A school or college identifies the pupil and student outcomes its enrichment offer aims to achieve, and tracks these over time.
8. A continually improving enrichment offer
A school or college puts in place consistent and efficient mechanisms to improve the quality and impact of any enrichment activity or the enrichment offer as a whole.’
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