The Arts in Schools: A Right, Not a Privilege

The Foundation of Learning

Education should be more than a pathway to test scores; it should be a gateway to human flourishing. Yet in the pursuit of academic metrics, we have systematically undervalued the arts. My experience as an educator has taught me that the classroom is not merely a place for facts and figures—it's where young minds develop empathy, resilience, and creativity. The arts are not extracurricular luxuries; they are fundamental to how children understand themselves and their world.

"The arts offer something essential: a reason to believe they belong in education at all."

In a recent letter to the Guardian, Pete Crockett, former headteacher, eloquently captured this sentiment. He recounts how drama helped students with special needs find confidence and connection, transforming lives in ways that no standardized test could ever measure. These stories should be at the heart of our policy discussions—not dismissed as irrelevant anecdotes.

The Tragic Decline of Arts Education

Michael Gove's education reforms, with their myopic focus on core academic subjects and league tables, have decimated the arts curriculum in countless schools. The English Baccalaureate, meant to promote rigorous learning, instead created an environment where creativity was marginalized. Schools, facing pressure to boost test results, made difficult choices—and they often chose quantity over quality, measurable outcomes over meaningful experiences.

But what happens when students lose access to music and drama? They don't just lose subjects; they lose pieces of themselves. For many, the arts are not merely optional—it's their language of expression. When we deny that access, we deny them a voice.

Where Are the Resources?

There is a clear gap between the stated value of arts education and its practical implementation. The newly announced National Centre for Arts and Music Education may be well-intentioned, but with only £13 million in funding over three years, it's a drop in the ocean. Delays in opening, lack of transparency in leadership, and inconsistent support from the Department for Education signal deeper systemic issues.

This isn't just about money—it's about commitment. The DfE should be held accountable for treating the arts as an essential part of education, not as a side note. If we truly want to reverse the trend of elitism in education, we must ensure that every child, regardless of background, has access to world-class arts programs.

The Geographic Divide

Molly Stubbs' story exemplifies the geographic inequality plaguing arts education. She travels hours each day just to attend a state school offering drama and textiles A-levels—a luxury most students simply cannot afford. Her determination to pursue a career in costume design speaks volumes about the passion many young people harbor, but their dreams are constantly hindered by infrastructure failures.

Small towns and rural communities shouldn't be denied opportunities based on geography or finances. When schools drop key arts subjects due to low enrollment, they fail both students and society. The result is a generation of young people told they're not creative enough—when the real problem lies in their lack of access to creative outlets.

Reclaiming Our Cultural Heritage

Matthew Parris, who leads a school that has long championed the performing arts, points out an alarming trend: students from state schools who go on to conservatoires or music degrees are often the only ones in their cohort from the public sector. This disparity is not just unfair—it's dangerous for our cultural landscape.

If we want our future to reflect the diversity of our society, we must invest in all children, especially those whose paths lead away from traditional academic tracks. The arts give voice to the unheard, and that's a responsibility we cannot shirk.

A Call to Action

Andy Burnham and his team at the Department for Education must act now. Arts funding should not be treated as an afterthought in budget negotiations. It is critical infrastructure for a healthy, creative society. We need policy changes that prioritize access over performance metrics, equity over elitism.

The time has come to stop seeing arts education as optional or supplementary. It is foundational. The future of our nation depends on nurturing not just smart children, but thoughtful, empathetic ones—children who can imagine and create a better world.

• Support the National Centre for Arts and Music Education with adequate funding
• Reintroduce arts subjects as mandatory components in all state schools
• Ensure equal access to music and drama regardless of geography or economic status
• Provide training and resources for teachers to implement high-quality arts programs

We must reframe the conversation around arts education from one of cost to one of value. It's not about spending more—it's about spending wisely, with intentionality, and with courage.