Music Education in Schools: Latest News

Schools Manager Update: June 2026   

We are near the end of the exam period for schools, anticipating results day in August. As we wait for reports on how many Music GCSEs and A levels have been taken and the levels achieved, it is an opportune time to reflect on the different foundations that must be in place to make these a reality, such as effective teachers and school provision. In this update, I will look at just a few themes and ongoing work underway at Music Mark to support music education in schools. 

Upcoming

Last week saw the publication of the Department for Education (DfE)’s enrichment benchmarks (read the Music Mark reflection here). 

But, still to come…  

More from the government is imminent, including a public consultation on the new National Curriculum, and the announcement of the successful applicant(s) to lead the new National Centre for Arts and Music. These were expected in the summer, so we may see further press releases soon, or as the Autumn term begins. 

The Teaching Workforce

To deliver a quality music education, you need passionate, committed, content, qualified teachers. There are many of these in the education system currently, but there is also a teacher retention crisis that cannot be overlooked.  

In her statement on 5th November 2025, (the day that the Curriculum and Assessment Review (CAR) report was published), Bridget Philipson, Secretary of State for Education, said “access to music, sport, art, and drama isn’t just a ‘nice-to-have’, it’s essential.” This was in the context of the plans for an enrichment entitlement. The CAR report (see p.44) sought to ‘guarantee access to a broad and rich primary curriculum, including subjects such as Citizenship, Languages, and Music.’ Along with the removal of the EBacc, these statements should start to reinforce the value of music teachers. However, the recent removal of the Initial Teacher Training (ITT) bursary for those studying to become secondary music teachers and the reduced target for the DfE to recruit more music teachers erode the progress of these messages.  

What will Music Mark do? 

Music Mark will continue to advocate for the importance of music as an entitlement for all children, to be taught by well-paid, well-trained, respected and valued teachers. 

How will we do this?  

• We are working with the other two subject associations for music, ISM and MTA, to respond to the DfE recruitment targets for music teachers.
• We will be announcing our new campaign in the Autumn term, centred on combatting the challenges of recruitment and retention in music teaching.
• To build our campaign, we currently have two surveys open to help us understand the national picture and perceptions of music teaching. We welcome responses from across the network of music hubs, including music services. There is a separate survey for students and graduates and another for musicians. Make your response before July 16th. We will present our findings in due course.

Music Qualification Provision

There have been recent publications (TES, Twinkl) that highlight concerns for the future of A-Level music. 

What is happening at GCSE?

The removal of the EBacc should equate to more possibility and freedom to choose an arts subject. However, reforms to progress 8 may still manoeuvre  leaders towards offering suites of subjects that improve their statistics.  

Additionally, GCSE (and any qualifications taken at key stage 4 and 5) depend on a strong foundation of key stage 3 music. Qualification uptake will be affected by the bedding-in of the new curriculum, the inclusion of established peripatetic (1:1 vocal and instrumental) teaching, and strategic use of further enrichment opportunities.  

What is happening at A level?

In March, OCR closed their A level music course, alongside other qualifications. Though it was disheartening to see a good offer removed from the market, schools are still able to elect for students to study post-16 with OCR by opting instead for Cambridge Nationals or studying music as part of a Performing Arts course. Despite this move, there are still opportunities for schools to deliver A level music via AQA, Pearson Edexcel and WJEC. So, the question is, is music A-level dying or evolving?  

What will Music Mark do?

Music Mark’s research and data manager will continue to interrogate the data and ask the questions about what routes young people are taking as an alternative to A level music? We will continue to support at all phases of music education, as everything from EYFS to university is affected by the other.  

How will we do this?  

• We will publish an outreach guide to encourage reciprocally beneficial partnerships between universities and schools.
• We will look into entry requirements for university courses.
• We will learn about the alternatives to A-Level and draw conclusions.

Teacher training

As well as our National Conference held every November, we provide online training and events curated to give teachers autonomy and breadth of style and diversity. We work on behalf of the music hub partnership, amplifying and celebrating the amazing work of our Music Services and lead Schools. 

There is a crowded and varied marketplace of music education organisations, but we know that some schools do not work with any external partners so the system is clearly not overwhelmed. Teachers need greater awareness of what is on offer, locally, nationally, free and costed and have greater autonomy to access what they need for their own professional development.  

What will Music Mark do?  

Music Mark are committed to supporting teachers, especially those early on in their career or training. We will continue to signpost quality Continuous Professional Development (CPD) and lobby for initiatives designed to attract teachers, such as the 6,500 additional teachers delivery plan, to ensure the percentage of music teachers is sufficient. 

How will we do this?  

• We will offer support to the National Centre for Music and the Arts, connecting it to established networks.
• We will continue to programme high quality and diverse training & events (including refreshing our termly online networking hour: T time), as well as advertise resources and training delivered by other organisations.
• We will be working with ISM and MTA to provide an Ofsted update once a term.
• We will continue to host national network meetings for all settings delivering initial teacher training (ITT) to share good practice and create a consistent offer for trainees.
• As mentioned above, we will work with partners to raise concerns about the detrimental effect of the ITT target numbers & ITT bursary for secondary music teachers.

Early Years

Finally, In May, Arts Council England published a new interim strategic framework, saying goodbye to the 10 year plan ‘Let’s Create’. As Schools Manager I will be looking at the direction of travel for Early Years in the current plans but am reassured that the delivery plan for 2026-27 retains focus on Early Years alongside schools and youth (See Arts Council England Delivery Plan 2026-27, 3.1, 3.2 and 3.3). 

You can catch up on our ‘Make Your Mark: Notes on Music Education’ podcast episode on Music in Early Childhood: Why it Matters on Spotify, Apple Music or by visiting Make Your Mark: Notes on Music Education | Music Mark 

In April, we were pleased to introduce our new Early Years programme, developed as part of Music Mark’s ‘A Common Approach’, with our sincere thanks to editor and coordinator Catherine Brentnall and the Early Years Steering Group for their insights, passion and expertise. Read the Q&A with Steering Group member Sarah Wise here.