WHAT THE EXPERTS SAY....
SCHOOLS NEED MORE SUPPORT FOR MUSIC EDUCATION
Comment by SAL MCKEOWN, journalist and editor
F
ive years ago, a survey found that 50% of primary schools did not meet their music curriculum obligations to Year 6. The report talked of a squeeze on funding, pressure on the curriculum due to accountability measures and said that these factors ‘challenge the very existence of music education.’ Joe Butler is curriculum co-ordinator for Shropshire Music Service and Inclusion Lead for The Music Partnership. He recalls the time around 2010 when the arts fell out of favour with the government: “As a young Newly Qualified Teacher, I specifically remember being told by a visiting HMI that a pupil not at age related expectations for reading, writing and maths, shouldn’t really be enjoying arts enrichment activities. Their place was to receive interventions so they could catch up academically with their peers.” As a result of this draconian policy, many younger teachers have missed out on their music education. They do not have the knowledge, confidence and skills to deliver it to the next generation. A further issue is that schools may not have the money to invest in different instruments to ensure that children have a variety of musical experiences.
The Shropshire music service can help schools. They offer complementary music audits to help with music development plans. They also offer free Ensembles for all pupils from pre-grade one to grade 8 and beyond and have a team of highly trained staff who can deliver music teaching in schools. This includes whole class instrumental lessons, curriculum music lessons or small group and even individual teaching.
When Joe works with schools, he finds the key challenges often include: · Staff musical expertise - Can staff play an instrument? Sing with accuracy? Read notation?
· Staff pedagogical expertise - Can teachers assess pupils and give meaningful feedback?
· Staff confidence - Will a comprehensive curriculum plan give staff the confidence to pass on skills to learners?
· Budget – Is there money for instruments, staff training, bringing in specialists or growing partnerships with the local music service?
Many schools are incorporating more ICT in music education. Via interactive software, children get to play instruments online which gives them an insight into the sounds and mechanics . A popular choice is Chrome Music Lab which has 14 activities suitable for learners from early years to the end of Key Stage 2. Children enjoy playing with sound but also learn about pitch, rhythm and chords. The current government seems keen to encourage music. Keir Starmer said: “It is short-sighted and frankly immoral, to allow arts and culture to become the domain of a few privileged pupils. Britain is a world leader in music and film, but we are holding back masses of potential because the Conservatives’ creativity crisis is shutting kids out.
“Growing up in a working class household, the opportunity to learn an instrument gave me benefits far beyond the music. It gave me the confidence to kick on, and the drive to achieve.” Let’s hope he can make good on his promises and find money to support music teaching.
April 2025 Y
RECORD NUMBERS OF UK CHILDREN FACE SPEECH AND LANGUAGE CHALLENGES - WHAT MUST BE DONE?
Comment by JANE HARRIS, Chief Executive of Speech and Language UK
ouGov’s research reflects a disturbing reality; teachers are overwhelmed with more children than ever starting school behind in their language and communication skills. A striking 89% say the situation has got worse since the onset of Covid-19. Five years on from the pandemic, where formative years were profoundly impacted, a record high number of children in the UK have speech and language challenges (1.9m). Without the right support, these challenges extend far beyond the classroom. They are twice as likely to face unemployment in adulthood and are disproportionately represented in mental health service referrals.
Redirecting resources and policy so that speech and language challenges are tackled more thoroughly in schools is not a luxury but a necessity. We need to train teachers to identify challenges early, integrate spoken language skills into the curriculum, and provide guidance on adapting teaching methods. And we need to equip families with the knowledge and skills so they can play a role in boosting children’s speech and language development.
Early intervention can and does make a significant difference and can prevent children from falling behind academically, socially, and emotionally. This is not just about adding more resources – it’s about changing how we approach education and supporting teachers and families with the tools and training they need to make a real impact from the start. It’s within our power to make that a reality.
Our nation’s children, and those who teach them, can’t afford to wait any longer.
THREE WAYS THE UK GOVERNMENT SHOULD IMPLEMENT SUPPORT TO STUDENTS IN 2025
Comment by Professor MICHAEL HARKIN, Vice-Chancellor and Principal at University College Birmingham
1. Universities should enhance financial support for disadvantaged students
Universities and the government can collaborate more effectively to provide economic support that empowers students from diverse backgrounds. Initiatives like our £5,000 cost of living allowance demonstrate one approach to addressing financial challenges for students, albeit challenging for many universities in a difficult financial place at this moment. It would be helpful to expand support through a multi-faceted approach, including: • Consider reintroducing maintenance loan structures to better reflect and support students with current living costs
• Creating targeted bursaries and grants for students facing financial barriers to higher education
• Ensuring these support mechanisms are accessible and meaningful. 2. Provide help through financial literacy training Financial literacy is also crucial. By introducing financial management training in pre-university education, we can equip students with essential skills to navigate their financial journey. This proactive approach can help reduce student anxiety and provide practical tools for budgeting and financial planning.
3. Support students by lowering transport costs Additionally, we see opportunities to support students through innovative transport solutions. Collaborative efforts between universities, local authorities, and transport providers could develop more affordable travel options, creating economic opportunities and improving student mobility.
www.education-today.co.uk 23
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