[Your name] [Your Address]
[Date]
[Name of Headteacher/Chief Executive of Academy/School governor] [Address] [Date]
Dear [Name],
Will you protect this important contributor to pupils’ wellbeing and learning?
I recognise the pressures that you face at this time, but I know that you have always been willing to listen to the views of parents and students.
I'm writing as a concerned [parent of a student at your school/member of the local community etc] to ask you to take steps to ensure that music education remains a key part of the curriculum and out-of-school activities.
I recognise that there are many reasons why you may feel unable to continue some music lessons or activities. But I believe that this could cause irreparable damage to the students and school. There is also expert advice available to help you to continue music. I've outlined details below.
Music fulfils many of the key expectations of government
I'm reassured to see that, in its guidance to schools, the Department for Education has asked that you prioritise the most important components for progression rather than remove subjects; only suspend subjects for some pupils in exceptional circumstances; and that the curriculum should remain broad, so that the majority of pupils are taught a full range of subjects over the year, including … the arts.
I'm also pleased to see that music can fulfil a number of the key expectations of the Department for Education for curriculum, behaviour, and pastoral support.
I welcome the large number of head teachers and school leaders who have said that music will play a vital role in returning school life to normal and ensuring everyone has the best chance of catching up [or replace with your own local quote]:
‘Music and the arts are the bedrock of academic success. Reducing these will have a negative impact on children's wellbeing, resilience and ability to learn. Our school was in special measures. Because of the music and arts-based curriculum, we're now in the top two percent. Music has allowed pupils to focus and learn for longer stretches of time and much faster. It's also helped with language and literacy, behaviour and school culture’
Naveed Idrees, Feversham Primary Academy, TES headteacher of the year 2019
‘Music is central to our vision of a well-rounded education that sets up children for life. We see astonishing effects on wellbeing and behaviour, academic achievement, literacy and numeracy – both individually and collectively. Most of all, though, we value Music as an important subject and discipline in its own right, and every child should have access to it as part of their education.’ Mark Neild, Deputy CEO, David Ross Education Trust
However, I am concerned to hear that some school leaders intend to focus on core subjects at the expense of creative subjects.
Reducing music could cause irreparable damage to students and our school
Prioritising some subjects at the expense of music will be damaging to students, in particular those who are most vulnerable and least engaged in learning.
They will lose an aspect of school life that gives them a sense of belonging and purpose; something that they can succeed in. Some may never catch up, and become more disillusioned with learning and with life.
All students will lose an aspect of school that supports their wellbeing and resilience, improves school culture and enables them to come together, celebrate, and feel part of a school community.
Those students who are likely to study at GCSE or A-level in the future, or already are, will be at risk of lower grades due to missed music learning and the impact on their growth as musicians and mentors through extra-curricular activities.
For primary students in particular, research has proved that music causes clear improvements in cognitive development: in particular around language. And no other activity has been found that connects all parts of the brain with such accuracy, speed and flexibility – meaning that musically trained young people have learning advantages. But for these effects to happen, they must have regular, sequential music learning: stopping music for a period or only offering it for 10 weeks of every year means they will lose out on these benefits.
Music can still happen: and your leadership in this area is of vital importance to our school
I hope that as a community, we are able to say that our school took leadership in protecting music. So I am asking that your governors and leadership team to take action to protect this important contributor to each young person's life and learning by:
- protecting the amount of time and budget given to music lessons, groups and ensembles
- making sure your music lead is aware of the Can Do Music website (see below) and is in touch with the music tutors who were teaching in your school, and the people running any afterschool groups/ensembles, to work together on a safe return and/or any online offer they may have, as well as any Service Level Agreements
- encouraging your music lead to take advantage of and promote music opportunities within and outside the school, including:
- contacting your local music education hub or music service to ask how they can help
- promoting any subsidies available to pupils facing financial barriers (eg Pupil Premium, music service or music education hub bursaries)
Advice and resources to help you continue music are available on this website, run by Music Mark, the UK association of music education and the Incorporated Society of Musicians: www.candomusic.org Thank you for your time and attention, and I look forward to receiving your response and reassurance.
Yours sincerely,
Signature
[Your name] [Your email address]
Further Information
The following may also useful when referencing the vital role that music plays in development:
-
Snapshots of some of the research from Dr Anita Collins: https://biggerbetterbrains.com/resource_hub_type/videos/
-
10 things schools should know about music from Music Mark, the UK association for music education www.musicmark.org.uk/resources/10-things-schools-should-know-about-learning-music/
-
The Power of Music by Dr Susan Hallam www.musicmark.org.uk/resources/the-power-of-music/
