Morning, Wednesday, 3rd February 2027
Online
This conference will consider priorities for arts and music education in England as reforms to the curriculum, enrichment and qualifications move towards implementation. Areas for discussion include subject availability and participation, enrichment and inspection, equitable access, workforce capacity and wider resource constraints, and progression into further and higher education, training and employment.
Taking place as consultation on draft programmes of study feeds into the revised national curriculum due in spring 2027, the conference will bring together stakeholders and policymakers to examine what will be needed from reform to effectively support increased participation in arts, music, drama and performing arts education. With the Curriculum and Assessment Review having identified pressures on curriculum time and declining participation in creative subjects, delegates will discuss issues for schools, alongside implications of proposed reforms to Progress 8 and Attainment 8 for creative subject choices at Key Stage 4.
Sessions will assess what will be needed if the Government’s ambition for a core enrichment offer that can be delivered consistently across schools can be achievable, with Ofsted now considering enrichment within its renewed approach to personal development and wellbeing, and in the context of the DfE’s Enrichment Framework and benchmarks. Delegates will discuss what schools need in terms of time, staffing and resources to sustain a consistent offer, including opportunities for music-making, drama, performance and wider cultural engagement, as well as the developing role of the new National Centre for Arts Education.
Discussion will also examine next steps for access to arts, music and cultural opportunities for disadvantaged children and young people, and learners with SEND, assessing progress towards the ambition in the National Youth Strategy to halve the gap in participation in enriching activities between disadvantaged young people and their peers.
Progression routes into further, higher and technical education and employment will be also be considered as post-16 creative qualification routes are redesigned, with the future mix of creative T Levels, V Levels and other qualifications under development. Delegates will assess how qualifications, work experience and careers guidance may need to support progression into creative careers, and how closely pathways reflect the future workforce needs of the creative industries.
Curriculum reform, implementation & participation
Sessions will explore what is needed in practice for proposed reform to translate into increased participation and engagement with arts and music education, from primary through to KS4.
Areas for discussion include:
- curriculum:
- priorities for final programmes of study and reformed GCSEs in art, design and music - the place of drama and dance within English and PE teaching
- approaches to design and sequencing - implications for breadth, balance and subject availability
- timetabling: impact of carousel timetabling and reduced lesson time - teachability of reformed content within typical timetables
- implementation:
- requirements for effective delivery across schools, trusts and colleges - lead-in time ahead of first teaching in September 2028
- coherence with wider SEND and inspection reform
- GCSE option choices:
- participation in arts and music qualifications at KS4 - implications of Progress 8 and Attainment 8 reform
- removal of the English Baccalaureate - recognition of creative technical awards
Enrichment, inspection & evidencing impact
Early experience so far of the Enrichment Framework in schools and colleges will be examined, with discussion on where barriers to a consistent offer remain, and how arts and music education fits into inspection frameworks moving forward.
Areas for discussion include:
- benchmarks:
- use in planning and self-assessment - place of arts and music within a wider enrichment offer
- implications for school leadership and planning - approaches to assessing impact on learner attainment and progression
- inspection:
- implications of Ofsted's consideration of enrichment within personal development and wellbeing
- approaches to recording and evidencing participation, engagement and outcomes - proportionate reporting expectations
- ongoing provision: requirements for sustain school-based enrichment - reliance on unpaid staff time - role of cultural partnerships, music hubs and community organisations
- National Youth Strategy:
- next steps for Every Child Can and the Enrichment Expansion Programme - role of Young Futures Hubs and cultural initiatives
- coordination between schools, youth services and cultural organisations
Equitable access, workforce & the National Centre for Arts Education
Discussion will look at disparities in participation and access across schools, trusts and regions, and at the specialist capacity needed to address them. With the recently launched National Centre for Arts Education due to take on oversight of the music hub network from September 2027, we expect discussion on its priorities for supporting schools and improving access to specialist teaching and professional development.
Areas for discussion include:
- equitable provision:
- priorities for addressing barriers facing disadvantaged children and young people, and learners with SEND
- addressing variation in provision of specialist teaching, facilities, enrichment and extracurricular opportunities - affordability of instrumental tuition and pressure on remission schemes
- National Centre:
- transition of music hub oversight from Arts Council England - use of data to target areas with least access - the place of music within its wider arts remit
- supporting workforce development, sharing best practice and building long-term sector capacity
- workforce and capacity:
- supply of specialist arts, music and drama teachers - implications of withdrawing the music trainee bursary
- staff development and upskilling, including for non-specialist primary teachers
- resources and collaboration:
- role of cultural partnerships, music hubs and community organisations - facilities, instruments and equipment
- sustainability of music hub funding - next steps for education commitments in the Government’s Turn It Up: Our plan for music policy paper
Qualifications, progression & creative skills
Further sessions examine implications of post-16 qualification reform for arts, music and creative subjects, and how reformed qualifications and pathways can support young people's progression, as the creative offer is redesigned for 14-19 year-olds.
Areas for discussion include:
- creative qualifications:
- future mix and design of T Levels, V Levels and other creative qualifications - the role of the new expert policy group
- alignment of qualifications pathways with workforce needs for the creative industries - priorities in the Creative Industries Sector Plan
- progression:
- developing routes from school into FE, HE, apprenticeships and creative employment - new technical pathways
- implications of withdrawal of high-cost funding for creative and performing arts degrees
- post-16 participation:
- options for responding to falling A-level music entries and withdrawal of specifications
- implications of changing patterns of participation across performing arts and vocational routes - impacts of qualification and funding reform on progression
- careers and employers:
- implementation of two weeks' work experience for secondary pupils - contribution of careers guidance in informing learner choices
- forging effective partnerships between schools, colleges and creative industry organisations
All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those already due to attend include officials from the Intellectual Property Office; Parliamentary Office of Science and Technology; and Department for the Economy, NI.
