Where Is Music Education Heading in 2026/27?

Where is music education ‘at’, as we start the 2026-2027 academic year?

Music Mark has been reflecting on the health of music education in schools, and we felt this was an opportune moment as we prepare for a new academic year to take stock of where we are and where we want to get to. We will have a new programme of free and member-only online events to support schools across the UK, and our schools manager welcomes teachers to get in touch via email or arrange a one-to-one for advice and guidance.

The volume of activity for education in England during 2025/26 has been considerable, so while this article may interest those outside England, the government policies and trends discussed here may differ.

What made headlines in 2025/26?
(See hyperlinks for associated articles)

During the academic year 2025 to 2026, there was a surge of new consultations, reports and policies for education in England which were difficult to keep up with. Here are a sample of the headlines and the key themes that affect music education:

• A NEW NATIONAL CENTRE FOR ARTS AND MUSIC
  During 2025, the Cultural Learning Alliance responded to the DfE announcement to create a National Centre for Arts and Music Education by gathering professionals from the education and arts sector in a series of ‘consensus workshops’. In October 2025, this culminated with the publication of a guiding vision for what this could and should be. We still await further news about the launch of the National Centre for Arts and Music as we start the new academic year.
• NEW CURRICULUM TO GIVE YOUNG PEOPLE THE SKILLS FOR LIFE AND WORK
  In November 2025, the DfE announced that the national curriculum would be revitalised. Drafters were appointed and work has been undertaken. We expect a consultation period early in this academic year on the draft curriculum for key stages 1,2, 3 and 4 (Primary and Secondary, but not Early Years or key stage 5 (6th form/ colleges)).
• UK GOVERNMENT SET TO SCRAP ENGLISH BACCALAUREATE, WHICH MADE ARTS EDUCATION ‘THE PRESERVE OF A PRIVILEDGED FEW’ was the headline chosen by The Art Newspaper in November 2025. Many arts subject associations and organisations celebrated the scrapping of the EBacc with ISM leading with the Headline: EBacc scrapped: ISM celebrates a historic win for music education. Schools Week also gave explanation of the government’s decision to consult on Progress 8 rather than take no action as per the recommendation by the Curriculum and Assessment Review panel. Music Mark published a summary (in April 2026) to support with responding to the consultation on key stage 4 performance measures (Progress 8).
• SCHOOLS WHITE PAPER
  In February 2026, a white paper, Every child achieving and thriving, was published, shortly after a post-16 white paper (White papers are policy documents produced by the Government that set out their proposals for future legislation). The school’s white paper was a significant publication for inclusion, and for children and young people with SEND and their families.
• DEPARTMENT for EDUCATION’s ENRICHMENT FRAMEWORK
  In June 2026, Music Mark explained more about the publication of the DfE’s enrichment benchmarks: DfE Enrichment Benchmarks: a Reflection | Music Mark. The framework includes support resources, self-assessment and action-planning tools, and the ‘Enrichment Benchmarks’ with case study examples. Although the 8 benchmarks are non-statutory guidance for all education institutions, and specific funding is not allocated to support school budgets to provide enrichment, the government’s commitment to enrichment is clear. ‘Arts and Culture’ is one of the five enrichment categories, which includes music in its many forms.
• DEPARTMENT for DIGITAL CULTURE MEDIA and SPORT PUBLISHES MUSIC PLAN
  In July 2026, the Department for Digital, Culture, Media and Sport (DCMS) published Turn It Up: Our plan for music which contains some powerful messages and bold statements about the value of music and financial support for the industry, such as; ‘To everyone who makes music happen – this government is on your side’ and ‘A reformed National Curriculum, to be taught from September 2028 in all state-funded schools, will provide every child with a strong foundation in musical understanding, while supporting the study and exploration of more diverse genres and performance styles.’.
• NEW PRIME MINISTER AND EDUCATION SECRETARY
  In July 2026, in the immediate aftermath of Andy Burnham becoming Prime Minister, and Lucy Powell the new education secretary, Arts Professional reported that leading figures and organisations (including Music Mark) have signed a letter calling on the government to fully restore arts subjects in schools.
• A LEVEL MUSIC COULD DISAPPEAR
  The TES reported about the data showing a decline in A-level music entries back in June 2026. Once A level results data was published in August 2026 further reports were released confirming the decline. Campaign for the Arts stated that ‘This year, the steepest declines came in the subjects that have already lost the most. Music’s share fell 8% to a record-low 0.6%: it has more than halved since 2010, and its 5,106 entries are the fewest on record.’
• 2026 MUSIC GCSE DATA
  The Joint Council for Qualifications has not identified music as a subject of noticeable increase or decrease in entrants compared to other subjects; subjects like statistics, business studies and sociology have seen an increase in entries, while engineering, French and computing are all down. Although GCSE music is not at either extreme, fewer students took it this year than last year. Entrants to GCSE music in 2026 totalled 33,038, 411 less than the 33,449 who sat exams in 2025. This could suggest that music at Key Stage 3 is declining at a rate similar to music at A-Level. However, there is a broader story across music qualifications to explore further.

There has been an increase of 63 pupils in performing arts GCSE (6,855 in 2026, 6,792 in 2025). This is relevant given the timetabling issue of music being taught on a carousel with other subjects, as illustrated below. Additionally, vocational and technical qualifications (VTQs) amount to over 4,000 entrants in BTECs and technical awards in music tech, music, and performing arts in 2026. Music Mark will continue to uncover and analyse the data and work with qualification providers for music, including exam boards, Trinity, ABRSM, and Rock School (RSL awards), to better understand the many routes through music education and qualifications that young people are taking and ensure that the variety of opportunities available are accessible to all.

Additional to the headlines and education stories above, 2025/26 saw the implementation of Ofsted report cards and a revised inspection framework, along with a consultation on SEND reform.
During so much turbulence for education policy, what are the trends we are seeing in music education, and with a backdrop of constant change in education during 2025/26, what can we ask of the government this year?

What is going on behind the scenes and what trends can we see?

• UPTAKE IN MUSIC QUALIFICATIONS
  The data for A-level entries in music is a concern, but it is not the entire picture. Music education is not becoming extinct with these falls in numbers, as we can see different trends with vocational studies in music. The trends are challenging to analyse because the data released by the JCQ is not in a suitable format for the academic year and is not directly comparable to GCSE and A-Level data. As an overview, they seem to show a slight increase in those gaining Level 2 and 3 vocational qualifications in Music in 2024/25, as well as an increase in performing arts at post-16.
• MUSIC TIMTABLING
  We have seen more schools taking the decision to put music on a rotation or ‘carousel’ with other non-core subjects to create more time for English and Maths, especially in Key Stages 2 and 3, which is damaging to progression. The workforce census confirms there has been less time allocated to music in the classroom across all years in state-funded secondary schools with the same expectations of curriculum coverage.

  ‘If in key stage 3, music is timetabled in the carousel, where pupils have music for example for only one term or one half-term in every three, immediately you’re placing the brakes on that increasing aural memory and increasing sophistication. If the Covid pandemic had taught us anything about learning, then surely, it’s about the importance of regular, unbroken learning to build memory.’
  Mark Phillips, previous Ofsted National Lead for Music, at Westminster Education Forum, Nov 2021

• TEACHING HOURS FOR MUSIC
  Teaching hours have been declining since 2012: there is a reduction in teaching hours for Years 12 and 13 which was at its highest of 12,683 hours in 20212/13 and has reached an all-time low of 7,207 hours in 2025/26. The workforce census however does not take into account the additional hours taught as extra-curricular activities, which begs the question of how reliant qualification success is on the broader enrichment provision and whether we really understand the true workload of music teachers.
• MUSIC QUALIFICATION ENTRIES
  Anecdotally, we are aware that schools and colleges have a minimum number of pupils needed to run a qualification, which is set by senior staff and sits around the four or five student limit, (though we have heard of an exception where a course ran with one student, but this is rare and less feasible for schools to manage). Where this is a barrier, or schools are struggling to appoint suitable specialist teachers, we are seeing an increased trend in schools providing qualifications in Performing Arts, which includes optional units in music alongside drama and dance. In March, under the shadow of what the data tells us, OCR made the difficult decision to remove A-level music from their qualification profile, which will take effect from 2028. However, they do have components of music within the Cambridge National award, meaning musical learning is not lost entirely from their portfolio at level 3, and they continue to offer GCSE music.
• VOCATIONAL LEVELS & T LEVELS
  We are talking to awarding bodies and, equally, they need to know what the government is planning for a Key Stage 4 curriculum redraft following recommendations of the Curriculum and Assessment Review to plan further. We await information on the proposed direction of V and T-Levels (Vocational Levels & Technical Levels). Chris Walters, National Organiser Education and Health & Wellbeing at Musicians’ Union feature, WHAT COULD NEW V LEVELS MEAN FOR MUSIC EDUCATION?, offers a clear summary and think piece about the future of Level 3 qualifications (Year 13/sixth form equivalent), questioning what changes we might see as soon as next year. Following the rhetoric of the new Prime Minister, we suspect there will be greater support for industry-led qualifications (perhaps at the expense of an already at-risk academic route through music).
• INSUFFICIENT FUNDING FOR MUSIC EDUCATION
  Music Mark has been advocating to influence government to reconsider funding decisions that have implications for music education.
  You can read a joint letter from Music Mark and RMA (Royal Musical Association) to the then Secretary for Education regarding the proposal to remove Price Group C1.2 funding for higher education music provision impacting the skills agenda and routes into the creative industry.
  Standstill funding for the Music Hub network has eroded the grant’s spending power by nearly £24M since a 1.4% uplift in 2019/20. The announcement of the one-year funding allocation contributes to the challenges faced by music services and their partners, making it impossible to plan ahead and support sustained music education. Hub partners strive to protect provision and minimise fee increases, even so the latter for some are running at 6% quite consistently. Demand on remissions schemes is rising (one area reported a 28% increase in 2025/26) and some are having to tighten eligibility criteria and restrict availability. Considering this, we wrote to the government and asked them to reconsider. In his blog, Music Mark’s consultant Gary Griffiths writes about the burden of the funding situation creating; reduced capacity, restructures, frozen recruitment, unfilled senior roles, increased workloads, reduced wellbeing and burnout.
• THE WORKFORCE IS STILL IN CRISIS
  Following the concerns for staff in music services, we know there is a recruitment and retention crisis in music education more widely. The government is aware of this, granting a teacher pay award and having committed to the aim to recruit 6,500 teachers. These actions will not scratch the surface of what is needed for music teachers once you compound the additional hours (enabling extra-curricular enrichment as mentioned above) the removal of the initial teacher training bursary, (you can read our joint letter with the ISM and MTA here), which is preventing new teachers being attracted into the profession, and a misguided adjusted target for teacher recruitment for music, which may maintain the status quo but does not address the deficit we already have. Music Mark will be launching a campaign in late Autumn that centres on the workforce to deliver music education.

The Road Ahead

With a new education secretary, Lucy Powell, taking over from Bridget Phillipson in the Andy Burnham PM reshuffle, we cannot guarantee that decisions made under the Starmer government will be fully adopted. The direction of travel may change; funding may be redirected. While England is still under a Labour government, we are hopeful that we will not see any U-turns on decisions and the current momentum and positivity for restoring arts subjects in education will remain.

To maintain steady progress the government needs to:

• Maintain their responses to the recommendations in the CAR (following other crucial decisions like the removal of the EBacc).
• Keep the commitments made in the schools’ white paper, Every Child Achieving and Thriving, to tackle existing challenges for young people with SEND and/or in areas of deprivation so that education is broad and enriching for all.
• Continue to address reform to Progress 8 accountability measures. This must ensure equitable access to music education and qualifications, and need to be consistently applied across all schools.
• Forge ahead with open consultation on the draft curriculum, without delay, with adequate timeframes for teachers delivering the curriculum ‘on-the-ground’ to have their say.
  Announce who has been appointed to run the National Centre for Arts and Music, and what the immediate priorities will be.
• Stand by the announcement (made by Bridget Phillipson, 01/07) for Teacher pay increase of 3.5% from Sept, followed by 3% from September 2027 to protect the recruitment and retention of teachers, and go further to support these decisions from DfE budgets rather than draw from stretched meagre school budgets.

Further investigation and clarification is also needed regarding:

• How the budget allocation for SEND training for teachers will be spent, and how the training will be implemented (over £200 million for national workforce training).
• Reinstatement of the music initial teacher training bursary.
• The target for music teachers is insufficient to meet workforce demand.

The good news!

An article on the ‘state of music education’ in England would not be accurate without acknowledging the incredible work already happening across the sector.
Over 3,000 schools were presented with a Music Mark of Recognition in 2025/26 during its first academic year. Schools made pledges about the importance of music education and their intentions to improve, work in partnership and provide inclusive, equitable and diverse music education in the curriculum and beyond.

Support for Primary teachers

Camden Music Service, part of Camden Learning, has been partnering with Universal Music Group to pilot the global education initiative ‘Sound Generation’ to support high-quality classroom music in primary schools.

Universal Music Group has some of the most globally recognisable labels, brands and artists and they have expanded their industry expertise to work with Primary schools in the UK. At the heart of the project is a simple idea: resources designed by teachers, for teachers, grounded in real classroom experience and accessible to non-specialists. The added benefit is high-quality music provision resulting from a meaningful partnership between the music industry and teachers. The programme includes short demonstration videos presented by Universal Music Group artists, showing how activities can be introduced and adapted in the classroom.

‘The programme aims to address declining participation and reduced access to music education – particularly among pupils from low-income backgrounds – and respond to the urgent need to support and revitalize music education across the UK.’

Gareth Gay, Head of Camden Music Service said
“Music education doesn’t have to be resource-heavy, well-trained, confident teachers can deliver excellent music lessons with very little equipment. This project is about supporting that confidence and sharing great practice, so every child gets the chance to experience the benefits of music.”

Following the success of the pilot across all Camden primary schools, the free, online programme is expected to be rolled out nationwide.

Access to music for Autistic Learners

Thanks to the SEND reform: putting children and young people first, access and inclusion for all is a mainstream topic. Music Mark were privileged to provide an online session (and host a recording) on Expanding Access to Music for Autistic Learners with Live Music Now and Dr Beth Pickard. We are excited that research is being put into practice, and that our research shorts make academic papers digestible for everyone to learn from and make positive systemic change.

Accessing music, with thanks to Music Teachers

Thanks to unwavering dedication from one-person music departments, Heads of Music, support from school and trust leaders, support from music education delivery services and music hubs, despite everything above, young people across the UK are still receiving education in music.

We will be spotlighting these schools with our Music Mark of Recognition programme.

And we are still here …

Music Mark is still here to support, connect and influence. We will have a new campaign, a new offering of training and events, resources and our annual conference in November on Inclusion and Relevance.

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