The report draws on evidence from subject visits to a sample of
primary and secondary schools.
Read the ‘Striking the right note:
the music subject report’ .
The report found that there is significant variation in the
quality of music education in both primary and secondary schools.
Since Ofsted’s report into music education in 2012, many schools,
particularly at primary level, have taken important steps to make
music more prominent in the curriculum. We found that almost all
primary school children had frequent opportunities to learn music
in reception and music was taught weekly in key stage 1 and 2.
The strongest aspect of the curriculum in primary schools was
teaching pupils to sing.
While many primary pupils now have regular opportunities to learn
music as part of the curriculum, at secondary level, Ofsted’s
research shows that too many schools still do not give music
enough time. There was considerable variation in the amount of
curriculum time allocated to music in key stage 3. In just under
half the schools visited, leaders had not made sure that pupils
had enough time to learn the curriculum as planned by the school.
This meant that pupils were not adequately prepared for further
musical study. Most secondary schools did not build on the strong
progress and enjoyment that pupils had experienced in their
singing at primary school.
The sample of schools we visited showed that those with stronger
musical curriculums focused on teaching pupils to get better at
music rather than just having them ‘do’ music. Most senior
leaders understood the critical role that extra-curricular music,
both instrumental and vocal, played in complementing the
curriculum. However, there are ongoing challenges re-establishing
extra-curricular lessons as schools return to normal following
COVID-19.
Many teachers, particularly in primary schools, reported lacking
confidence in teaching music, including demonstrating
high-quality work to their pupils.
His Majesty’s Chief Inspector, Amanda Spielman, said:
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.
I hope school leaders and teachers can use our report to develop
strong music curriculums that prepare students for future study.
The report makes a number of recommendations to help schools
ensure all pupils receive a high-quality music education,
including:
- Supporting subject leaders to develop a curriculum that
deliberately and incrementally teaches all pupils to become more
musical.
- Making sure that all pupils can develop their musical talents
and interests, by offering extra-curricular activities as well as
instrumental and vocal lessons.
- Ensuring that teachers provide ongoing feedback to pupils
that improves pupils’ music-making in both technique and
expressive quality.
- Continuously developing teachers’ subject knowledge,
including their musicianship skills and their understanding of
what high-quality music-making should sound like for pupils in
the age group they teach; this approach should align with the
choices set out in the school’s curriculum.
- Actively seeking the support of local music hubs or other
sources of expertise when developing and improving the
curriculum.
All subject visits were carried out between December 2022 and
June 2023.
