The report found that primary school pupils had more opportunities to learn music, but too many schools still don’t give music enough time. There was a particular inconsistency in the time allocated to music across Key Stage 3, and secondary schools are not building on the passion for singing developed in primary schools.
Many teachers also reported a lack of confidence in teaching music, particularly in primary schools.
Out of the schools visited, those with stronger musical curriculums focused on teaching pupils musical skills rather than simply ‘doing’ music. Senior leaders were largely in favour of emphasising the importance of extracurricular music alongside the curriculum, which has been harder to re-establish following the pandemic.
Recommendations in the report include:
- Helping subject leaders to curate curriculums
- Offering extracurricular activities and instrumental and vocal lessons
- Encouraging teachers to provide ongoing feedback to pupils as a way of improving music-making
- Developing teachers’ subject knowledge and skills in line with the curriculum
- Using local music hubs and other expert sources to improve music provision.
‘I’m pleased to see primary schools making music more prominent in the curriculum. However, music is not given enough time in secondary schools and it’s clear that in most schools, teachers need more support to deliver a high-quality music education,’ said His Majesty’s Chief Inspector, Amanda Spielman.
The full report can be read here: gov.uk/government/publications/subject-report-series-music
