Schools White Paper: Impact on Music Education

Last week (on 23rd February 2026), the government published a Schools white paper: Every Child Achieving and Thriving.

After reading and digesting this ambitious document for schools, which resonates with the current Labour government’s mission to ‘break down barriers to opportunity’, we are left with further reflections and questions, some of which will shape our future work at Music Mark.

But first, a stock-take of the publications and changes affecting education that we have already seen this academic year, and what we know is still on the horizon.

• 9th September 2025: Guidance for the Ofsted Framework published
• 16th September – 23rd September 2025: Invitation to tender for curriculum subject drafters
• October 2025: Post- 16 Education and Skills White Paper
• 5th November 2025: Curriculum & Assessment Review final report published
• November 2025: New Revised Ofsted framework came into effect
• 6th February and will end 27th April 2026: National Centre for Music and Arts tender window opens
• 23rd February and will end 4th May 2026: Consultation open on a new progress measure: Key stage 4 performance measures and Targeted RISE extension
• 23rd February and will end 18th May 2026: SEND (Special Educational Needs and Disabilities) reform consultation: Putting Children and Young People First
• 23rd February and will end 4th May 2026: Consultation open on a new progress measure (We will consult on a new progress measure to better capture the progress and achievements of children who start secondary school significantly behind their peers. Every child achieving and thriving, P100)

And yet to come in 2026:

• A new Enrichment Framework to be published ‘later this year’, possibly as soon as Spring
• A public consultation on the revised curriculum programmes of study and GCSE content
• A new National Centre for Arts and Music Education will be in place to begin in September 2026
• A new Pupil Engagement Framework is expected ‘later this year’ to enable all schools to measure the key factors that determine their child’s engagement and sense of belonging in school life

Some themes emerging from the white paper…

Teaching Workforce

We at Music Mark are interested in the delivery plan to bring in an additional 6,500 teachers into the workforce. We will be considering how we can support the ambition and the methods to ‘attract’, ‘retain’ and ‘develop’ teachers of music, despite it not being deemed a ‘priority subject’ (such as physics and Mathematics) in the DfE’s additional teachers delivery plan. The cut to the initial teacher training bursary for secondary music is already having a detrimental impact on meeting this target and ensuring the workforce is across the ‘broad’ range of subjects needed, as mentioned throughout the white paper.

Communities

Much is made in the white paper about ‘communities’ sharing best practices. These collaborations are to be created by every school becoming part of a Trust, whether an established multi-academy trust or a local authority trust. As the thrust of this intention is to learn from one another, we will ask how the 43 music hubs across England (established networks of partners, including music services) will be integrated into this new drive for all schools to be part of a Trust.

The RISE teams (Regional Improvement for Standards and Excellence) have different local and national priorities to support schools. The four priorities are;

• Attainment (with a focus on English and maths)
• Inclusive mainstream provision
• Reception-year quality
• Attendance

RISE advisors are from successful schools or Trusts. We believe that the network of Lead Schools appointed by Music Education Hubs has best practices to share with their communities, and we hope that RISE advisors highlight these in their work as a core part of inclusive provision for all.

Research

The white paper suggests that high-quality research is needed to improve academic progress and attainment, and that they will be working with the Education Endowment Foundation to support teachers and leaders. Through our Research Shorts, our higher education members, our community of academics, and student members, we will continue to highlight the most up-to-date research so that the role of music is not forgotten as a valuable and integral part of improving academic progress, wellbeing and attainment for all pupils across all subjects.

SEND

As mentioned, the undercurrent flowing through this white paper is about improving access for all. Funding has been announced for teacher training in inclusive practices to the sum of £200 million. As the fund is promised to be invested in evidence-based approaches, we will seek to ensure that we continue to signpost our members to the many incredible training programmes that support inclusive practices in music teaching. The SEND reform consultation is lengthy, and we will be working with Drake Music’s Future Leaders and other organisations and individuals who are experts in this area to ensure the voices of young disabled musicians are heard in response to this consultation.

Enrichment

We know there is more to come with the announcement of an enrichment framework coming later in the year. There is a growing concern around the implications for further teacher workload to deliver this, as well as apprehension that music gets pushed outside of the timetabled day and into extracurricular activity, which would continue the already present access divide.

What next?

Lots has happened in a term and a half (!), with much more to come from publications, consultations, and, most importantly, implementation.

Funding: we know some figures for spending nationally on education, we still do not know the funding for Music Hubs from 2026/2027 onwards. There is some clarity on what is ring-fenced and what the goals are, but we do not know full details of how the funding will be implemented

Training: we know there is going to be an entitlement for training, and that funding is protected for training on SEND and inclusion. We do not, however, know whether teachers will be able to select their own providers for this training or how quality will be assured/assessed. The White Paper does stress that RISE teams will signpost for struggling schools, and EEF will direct where CPD will be most effective. And in the case of Music, Drama, Dance, and Art and Design, the new National Centre for Arts and Music Education will have the remit to provide professional development and/or signpost to CPD in these subjects for teachers as a core pillar of their work.

Connecting: the National Centre for Arts and Music Education is expected to be appointed in June 2026, to run from September 2026. We also know it will act as the fundholder for music hubs from September 2027 onwards. We do not, however, know how this National Centre will ensure that suitable training is implemented in all schools and assess the development needs across networks of trusts.

Workforce: the government know there is a recruitment and retention crisis in teaching. We do not know how their plans for recruitment and retention will play out to ensure there are enough music teachers across all schools. However, Music Mark will continue to be proactive and vocal in supporting this crucial part of the music education sector.

The timeline on page 103 sets out that the government are in the ‘Aligning to best practice and higher standards’ phase, with SEND and curriculum reforms being the next step towards full reform implementation in 2029 and beyond.

As we continue to engage with the Department for Education as a Music Subject Association, we want to hear from you. For instance, you may want to give us your thoughts on what is ‘best practice’, or how we can ‘attract’ more high-quality music teachers into the profession. Get in touch via email with our schools manager, Abi Marrison, at abi.marrison@musicmark.org.uk