To ask His Majesty’s Government what action they will take to support an increase in the numbers training to be teachers of music, drama, art and design, and dance.
My Lords, we are working with the sector to re-establish teaching as an attractive profession across all subjects, including the arts. That is why this Government have increased teacher pay by almost 10% over two years and are providing bursaries this year worth up to £10,000 for trainees in art and design and in music. We are already seeing a positive impact. The number of new trainees and teachers has increased significantly in art and design and in music over the past year.
I thank my noble friend for her Answer. The undervaluing of music in state schools by successive Conservative-led Governments since 2010 led to the loss of over 850 full-time equivalent music teachers since 2011; high vacancy rates and poor retention rates of music teachers, with only two-thirds of those who qualified five years ago still teaching; and music teacher recruitment targets being missed 11 times in 12 years. There is a great deal for the Labour Government to do. Sustained bursary funding for initial teacher training has shown more stable recruiting. Can my noble friend look at reinvesting in the music teacher training bursary and then sustaining it for a number of years? That must be backed by Ministers who emphasise the central place of that music teacher training bursary rather than just those for science and maths.
My noble friend is right that we have to deal with the previous Government’s underinvestment in teachers and the narrowing of the curriculum, which limited students’ ability to study music and art and design courses. However, I am pleased to say that we are making good progress on our pledge to deliver 6,500 more teachers. The workforce has grown by over 2,300, and we have a near-record low of teachers leaving the profession. When thinking about the additional funding that we provide for bursaries, we must consider the current position around recruitment. The good news is that we have seen a 53% increase in people starting postgraduate music teacher training in the past year. For that reason, we have decided not to continue the bursary this year. However, we are optimistic, given the figures that we have already seen and will publish in December, that course acceptances indicate that this improved recruitment will be at least maintained.
My Lords, the previous Government and this Government have recognised the problem that we have in getting teachers—for music in particular and for the arts generally. Therefore, it is very disappointing that the bursary for people wanting to train as music teachers has been cut to zero. For young people to follow on from people such as the Beatles, who have brought a huge amount into the economy, we need to invest in the next generation. That means teaching them to play instruments and to become the musicians of the future.
I completely agree with the noble Lord. That is why, as well as investing in all teachers and seeing the results of teachers coming into the profession, we are making specific contributions by funding the over 40 music hubs, which exist across the country to support the very best teaching of music, and the music opportunities pilot. That will ensure that more young people, particularly those who are disadvantaged or who have special educational needs and disabilities, will be able to play an instrument or sing to a high standard.
My Lords, when discussing the Curriculum and Assessment Review last week, the Minister highlighted that creative subjects will no longer be the privilege of the lucky few. Rural and smaller schools often struggle to attract specialist teachers in creative subjects. How will they deliver a full, high-quality creative curriculum?
That is precisely why we need the 6,500 new teachers in secondary and special schools to which the Government have committed. By not only committing to but investing in the profession, we are already delivering results through the increased numbers of teachers that we are seeing. Through the music hub programme, which I discussed previously, we also need to ensure that there are opportunities for teachers to understand the best way both to teach music and to enable their students to have the joy that comes from understanding and enjoying music and either playing instruments or singing.
My Lords, we know that the great majority of teachers in arts subjects—for example, in music and in art and design—in primary schools, where it all starts, do not have specialist knowledge in those areas. What importance do the Government attach to having specialist arts teachers in primary schools? Do they think that gathering statistics on the numbers involved—these figures do not currently exist—would be helpful in getting to grips with this area?
As the noble Earl says, in primary schools, teachers will often have a range of areas that they will teach. What is important is that teachers have access to the best understanding of how to teach music, with support from the music hubs. We will develop their understanding of best quality, excellent arts teaching through the new centre for arts and music education. They must also be supported—for example, through the pay increases that we have put in place—to enter the profession and stay in it.
My Lords, I will follow on from the question from the noble Earl, Lord Clancarty. Before I do so, the Minister was very quick, as ever, to criticise the previous Government and come out with various statistics. However, she omitted to mention that teacher numbers were at an all-time high when we left office. On specialist teachers in art, music, drama or the other subjects that have been mentioned in this Question, one way to get the specialism to which the noble Earl referred would be to allow those without qualified teacher status to continue to deliver that teaching and to bring with them their specialism in these areas. Would the Minister reconsider that in the context of the Children’s Wellbeing and Schools Bill?
I believe that good teachers bring specialist knowledge as well as the particular skills that teacher training and qualified teacher status bring alongside that. That is why pupils have an entitlement to ensure that those teaching them have both the knowledge specialism and the teaching specialism in order to give them the best possible opportunities. That is the reasoning behind this Government’s determination that all pupils should be entitled to have a qualified teacher in the classroom in front of them, because, as we know, the quality of teaching is the single most important determinant in pupils’ success in school.
Does the Minister accept that the most important driver in this area would be every primary and secondary school having access to a professional music teacher, whether full-time, part-time, peripatetic or through distance learning? If that were to happen, it would create the demand for teachers, which would lead to the necessary supply. I draw attention to my interest in that my wife is a harp teacher.
I am sure that the noble Lord’s wife is doing an enormously important job in developing an interest in harping in the pupils whom she teaches. We need to ensure that we have qualified teachers with access to the support for their specialisms—which, for example, the Government aim to provide through the new national centre for arts and music education—to ensure that all children, not just fortunate children, have the opportunity to benefit from arts and music. That is what this Government are putting in place.
My Lords, does the Minister agree that the recruitment of qualified teachers is clearly essential, and that the Government have made great strides in that the picture of recruitment looks much better this year than it has done in the past 10 years? Does she also agree that the retention of mid-career teachers is equally important? The report of the Teaching Commission, which I chair, entitled Shaping the Future of Education, revealed that it now takes 10 newly qualified teachers to replace every seven more experienced teachers who leave teaching before retirement. Does the Minister agree that this trend must be reversed if we are to maintain educational standards and a broad and balanced curriculum, including for the arts?