PARLIAMENTARY DEBATE
Creative Arts Education - 18 December 2024 (Commons/Westminster Hall)

I beg to move,

That this House has considered creative arts education.

It is a pleasure to open this debate about the importance of creative arts education. I refer Members to my entry in the Register of Members’ Financial Interests, both as chair of the all-party parliamentary group on performing arts education and training and as trustee of Chichester Festival Theatre.

Throughout December, my diary, like those of all Members across the House, is jam-packed with wonderful occasions that feature a celebration of the arts—be they carol concerts in local churches, school plays or pantomimes. I have loved the live music on my high street at the Chichester Christmas market. I had a fantastic time as the guest judge at the Priory Park pantomime, and once the House rises I will be off to enjoy the Chichester Festival Youth Theatre’s production of “Cinderella”—a professional production on the main stage—with my family. I had the privilege of performing on that stage as a member of that very same youth theatre: an experience that I still treasure as an adult, and one that encouraged me to continue my education in the creative arts.

After studying drama at GCSE and A-level, I went on to the University of Chichester and obtained a degree in performing arts. Before this giddy world of politics ensnared me, I had the privilege of teaching the next generation performing arts at various organisations and in schools. I am living proof that a creative education can lead anywhere, including to this place.

The arts and cultural sector contributes well over £8 billion to the UK economy each year. It puts £2.5 billion directly into the Treasury through taxation, and the creative industries as a whole generated £125 billion in 2022. They account for almost 6% of the UK economy, create 2.5 million jobs and have a huge impact on the tourism economy, with one in 10 tourists to the UK visiting a theatre. Theatres sell 34 million tickets a year across the UK.

The hon. Lady is making an excellent speech, and I commend her for her work in this area. Does she agree that many wonderful venues could be developed across towns and cities in this country? In my area, Reading Gaol has incredible potential. It has been derelict for some time, although it was bought recently. We are trying to see what arts provision can be offered there. Is there not enormous scope for developing more theatre and art space across the country, which can provide incredible value to local communities?

I thank the hon. Member and commend him on his work in trying to get Reading Gaol opened as an arts space.

A project in Selsey in my constituency is trying to restore a beautiful old pavilion, which used to hold many events but was then left to go to rack and ruin. The Selsey Pavilion Trust is working tirelessly to try and get that venue up and running so that the Selsey community can once again enjoy arts in their own town.

As a country, we have a duty to ensure that the next generation of employees is suitably equipped to join a sector that can drive the growth and innovation that the UK needs now more than ever. We must ensure that a career in the arts continues to be seen by our young people as a viable and valuable choice well into the future.

I remember having that debate with my mum, in an Italian restaurant at the age of 18, after I had been accepted to go to university to study business. I confessed that I was following that path so that I could get a proper job, and that I did not believe that she could possibly support me in following my real desire: to study theatre. Luckily, she did, and it paid off—I turned down that place at university, and a year later went to the University of Chichester to study theatre. My degree not only taught me the craft of performing arts, but developed valuable personal and employment skills, such as collaborative working, demonstrating initiative and problem solving.

To be clear, the creative arts are a broad field that includes many artistic disciplines. Although my background is performing arts and drama, when I talk about a lack of creative arts in our education system, I refer not just to drama, but to music, dance, visual arts, creative writing, textiles, and the design and technology subjects.

In this debate, I want to focus on the structure of the English baccalaureate, and the failure to include arts subjects in it. This is putting arts education in the UK in an urgent state of crisis, and will have a wider impact on the creative sector if not addressed by this Government. The English baccalaureate requires children to take up GCSEs in several subjects, none of which is in the arts. Since its introduction in 2010, arts subjects have seen a drastic decline in the number of students taking them further in their education: a 29% decrease in drama, a 24% decrease in music, and a 65% reduction in the six design and technology subjects. Compare that with geography, which has seen increase of 42%; history, which has seen an increase of 33%; and the single sciences, which are up by 38%.

The issue is very apparent in my constituency. Chichester College is investing in a state-of-the-art science, technology, engineering and maths building, which is due to open shortly—I applaud its work in getting that building up and running—while cancelling its drama A-level for new students this coming year, because of a lack of take-up. That has upset many students in the Chichester constituency.

I come from Falmouth, which has a world-leading arts university. The idea of STEAM—science, technology, engineering, arts and maths—adds the creativity of the arts, and unlocks some of the creativity in science and tech. That is where we get breakthroughs. Does the hon. Member agree?

I am glad that the hon. Member is the first person in the room to raise STEAM. Adding arts to the STEM subjects is such an important and viable way of opening up the curriculum.

When I visit private schools in my constituency, their arts departments are flourishing. An article in The Times in November found that nearly half of all film and television directors nominated for British Academy of Film and Television Arts awards were educated at independent schools, and one in six was educated at Oxford or Cambridge. That highlights the stark class inequalities in access to the creative industries, which will worsen if the trend of de-prioritising arts education in state schools and colleges continues.

I will not ask hon. Members to take my word for it. Earlier this week, I spoke to Hugh Bonneville—yes, I am willing to name-drop my friend—who wrote in his book “Playing Under the Piano” about a school he visited in 2019: a newly built academy that taught around 2,000 students. It was an impressive school, but it had no music provision, no choir, no band, and no studio space for drama or dance. The students who were working on scenes from “Romeo and Juliet” had pushed the bookshelves to one side in a corner of the library to create a rehearsal space. As Hugh wrote:

“How on earth is the next generation of those who drive the multi-billion pound entertainment and creative industries to be discovered, or even to take part?”

The current structure of the English baccalaureate is opposed by teachers, education experts, trade unions, artists and the creative sector. Perhaps more importantly, a survey by the Cultural Learning Alliance concluded that one of the advantages of arts-based studies is stronger educational attainment generally, and there are well-acknowledged connections between participation in the performing arts and stronger self-motivation, as well as improved physical and mental wellbeing and the development of inner resilience.

Any organisation or charity currently working to support young people can describe the acute mental health crisis that our young people face. One example is the Young People’s Shop, a charity operating in Chichester that, alongside its counselling service, runs arts-based group sessions, recognising the link between mental health and creative expression. The Liberal Democrats have long called for a mental health professional in every school and I applaud that. Given the connection I have laid out, I strongly advocate working closely with creative arts provision in schools as an outlet for expression and stress relief.

I take this opportunity to acknowledge the role that outside organisations play in giving our young people a creative education. Some of my happiest memories are of evenings spent at my local amateur dramatic society rehearsing for the upcoming panto, and Thursday evenings throughout the year with my friends at Chichester Festival Youth Theatre.

I pay tribute to organisations such as Chichester Festival Theatre, which has one of the most ambitious youth theatres in the country. It acknowledged that its youth theatre was not reaching as well as it could the communities that would benefit from access, so it created seven satellite youth theatres across West Sussex to ensure that each of those communities has access to top-quality education, classes for students with additional needs, and theatre-based courses for school refusers and those out of mainstream education. CFT even launched a technical youth theatre for young people more interested in the workings of the backstage than the front stage.

I recognise how lucky we in Chichester are to have a theatre, such as CFT, that puts learning and participation at the core of everything it does, but I want every child in this country to have the opportunity afforded to my constituents.

It is a pleasure to serve under your chairmanship, Mr Mundell. I thank my hon. Friend for securing the debate. Wales is very proud of its reputation for producing great musicians, actors and actresses—I will not try to name them all lest I forget people. My hon. Friend talked of the difficulties faced by people entering the profession and the worrying fact that the numbers might be dropping off. How does she think our state would be best placed to encourage people to go into the profession? Would that be through investing in buildings and education, or something else?

I thank my hon. Friend. I think it is both; it is about making spaces that are accessible to communities so they can explore the creative industries, but the Government can also do something. Government money could be used more wisely in consolidating those funding pots so that they are utilised to best effect by focusing on specialist world-class providers, delivering both in communities and via our education system.

I finish by reflecting that since the general election the Government have made all the right noises to suggest that a stronger emphasis may be put on creative education. Will the Minister, when she responds, commit to a reform of the English baccalaureate and set out a timeline for our schools to reintegrate arts education into the core curriculum? Will any further work be done on the integration of in-school and out-of-school provision of arts education, such as additional funding for music hubs to include dance and drama?

Finally, I thank the Council for Dance, Drama and Musical Theatre for its work in this area. I encourage the Minister, in her spare time over the Christmas recess —in between enjoying carol concerts and pantomimes—to please read its manifesto for performing arts education.

It is an honour to serve under your chairship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for securing the debate. I must declare an interest as the chair of the all-party parliamentary group on art, craft and design in education.

When the sunsets in your town are named after the painter who made them famous, when some of the most loved comedians of the 20th century lived and partied there, when classic books were written or set there, when music hall celebrities made their home there, when one of the most loved Victorian authors lived there and whole weekends are dedicated to celebrating his books, and when actors, musicians and creatives of all kinds flock there, you know that art and creativity are sewn into the fabric of the place that you call home. Everywhere someone turns in Thanet, they bump into an enormously rich heritage of art and creativity. Thanks to the energy, drive and vision of many individuals in our community, art and creativity are part of our present, too. From the Turner gallery to Ramsgate Music Hall, from Screaming Alley to the Pie Factory, and with award-winning artists such as Lindsey Mendick and our very own globally famous Tracey Emin, our home is the home of many artists. Back in the 1870s, we even had Vincent van Gogh, who taught at a school in Ramsgate.

Margate is obviously known as the proud home of the Turner Contemporary art gallery, which is a symbol of the creative sector’s potential to help regenerate coastal communities like mine. There is a long and proud British tradition of talking about the importance of the creative industries, but if we do not also champion creative education, we sentence that extraordinary history to a slow death. Creative education has suffered hugely since the introduction of the English baccalaureate and progress 8, with a dramatic reduction in the number of students taking arts-related subjects. The statistics that the hon. Member for Chichester referred to strike fear into the heart of those of us who know the importance of art and creativity to the wellbeing and advancement of not only our industries, but our young people. As chair of the all-party parliamentary group for art, craft and design in education, alongside the chairs of many other APPGs that represent creative subjects, I am campaigning for the Department to scrap the EBacc and progress 8, as part of the curriculum review, so that we once again encourage all children to take up the arts.

It is important to note that private schools know the value of arts education, which is why they spend so much time, money and effort on encouraging it. We now have a situation in which 40% of people working in the film, TV and music industries were educated at private schools—I remind Members that 7% of the population were educated at private schools—but that is entirely unsurprising, because private schools understand and value the benefits of creative education. Talent is spread equally across all children, but opportunity most certainly is not. With the EBacc and progress 8, the previous Government created a situation of arts education becoming the domain of those who can afford it. If those children deserve an arts education, so do the 93% of kids in state schools. We risk missing out on so much untapped talent across the country. We do not know who the next Tracey Emin or Bob and Roberta Smith is, and if we restrict arts education, I fear that we never will know. Creativity is fundamental to the human condition. We should expand education, not restrict it.

Before I finish, I want to point out the importance of the creative sector to not only our economy, but learning for people with special educational needs. The crisis in our education sector for those young people is particularly significant, because creative education is a way of their accessing learning and helps them to live their fullest lives. I pay tribute to Sammy’s Foundation, which was set up by Patricia Alban, one of my constituents, after her son, Sammy, tragically died. It teaches heritage craft skills to neurodivergent young people to help them to realise their potential and become master artisans. The reality is that young people such as Sammy who are consistently failed by mainstream education could find their passion and career in creative education, and fill a huge skills gap in the craft and heritage workforce. The new Government have taken positive steps by outlining the vast potential of the creative sector, but if they want to unlock the real potential of the industry, they need to enable creative education to thrive, not wither.

It is a pleasure to serve under your chairship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for securing this timely debate and for her excellent speech, much of which I agreed with. I declare an interest as chair of the APPG on music education. I will therefore focus on the provision of music education across the country.

Since 2010, there has been a steady decline in the provision of music in our schools. According to data from the Independent Society of Musicians, music as a subject has experienced a 30% decline in GCSE entries and a 43% drop in A-level entries since 2010. There has also been a sharp decline in the number of music teachers, which means that in some schools, music is taught by people who are not qualified as music teachers. That is of deep concern.

We heard from the hon. Member for Chichester about the economic benefits of creative subjects, but there is also a personal benefit to students. Building confidence, teaching discipline and teamwork, improved health and wellbeing and even academic achievement are some of the benefits of a music education. However, music provision across the country is patchy, although there are examples of excellence in two schools that I recently visited. In the Aldgate school, less than two miles from here, all children in years 4 to 6 learn stringed instruments—I had the pleasure of seeing them perform at their Christmas concert. Similarly, children in years 4 to 6 at Welbourne primary school in Haringey learn the strings. The leadership of those schools has decided to do that, but those schools are the exceptions rather than the rule. The restructuring of music hubs, which are meant to oversee local music provision, involved a lack of oversight, so the quality of music education is inevitably patchy. We need an urgent review of the hubs to ensure that there is a high standard—as is the case in Haringey, from the Haringey music service—across the board.

Before the Government came to office, they made a pledge about the need to teach creative subjects in schools. The APPG for music education has fed into that review, as I am sure did many Members here today. What we hope for is a return to creative subjects being taught in schools and given the priority that they deserve. They should be taught by people who are suitably qualified to do so. Music and creative subjects are far too important to be demoted, as has been the case over the last 14 years. We want them to rise up the agenda and to be taught as positively as possible. If anyone has not seen Ken Robinson’s TED talk, I strongly encourage them to watch it because he makes the right points about how creativity is necessary to give us all the skills we need in our society.

I hope that the Minister will indicate when the review will report back and when, hopefully, creativity will be taught in our schools. Any other help that she can provide to make that happen will be greatly appreciated.

I thank the hon. Member for Chichester (Jess Brown-Fuller) for bringing forward this essential debate.

I am a GP in Stroud and I have been championing arts in healthcare for over 30 years because creativity makes you better, and there is now a lot of evidence that that is the case. The Gloucestershire integrated care board—the health authority—under Ellen Rule, is investing £600,000 in creative and social prescriptions, which is incredibly exciting. I am helping to run a campaign to try to make music instrument tuition available in every primary school in the country. I co-chair the APPG for opera, which shares that aim, and the APPG for creative health. I also learned the flute at school. Recently I was asked to join the Stroud Red Band, which was one of the most fun things I did as part of my campaign to become an MP, so I thank those involved.

There are serious problems. As we have heard, there are a lot of issues due to the 30% fall in uptake of music GCSE at school. Playing music has a massive impact on children’s mental health. If we are trying to prevent mental health problems, teaching children music is one of the most effective things we can do, and it can also be used to treat mental health difficulties. Our Tory friends might be interested to know that it actually helps with academic maths as well, which is really important. As many hon. Members have said, there are massive inequalities in provision. The Government are now putting £79 million into music hubs and spending £5.8 million through the music opportunity pilot for people with special educational needs.

I shall finish by showcasing a number of local organisations. Strike a Light, which brings drama and music to young people, is really inspirational. The Music Works in Gloucester is also truly inspirational, particularly for children from deprived backgrounds. We have the Prema arts centre in my village of Uley. Gordon Scott, the director, has been teaching the piano to countless children over the past 20 to 30 years. Let us campaign to get music teaching in every primary school.

It is a pleasure to serve under your chairmanship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for securing this debate and for her outstanding speech. The creative arts is a topic that touches the hearts of all our communities, whatever our constituency, and has a direct impact on the economy and our identity across all our nations and regions.

The Government estimate that creative industries generate £126 billion in gross value added to the economy and employ some 2.5 million people, yet sometimes people argue that there is an either/or when it comes to education and that the performing arts, and the arts in general, are not an economic contributor. In my own area, Kent county council reported that the number of creative jobs has increased by 24% in Kent over the last five years, with 35% of them in the new sectors of IT, software and computer services. None of that happens in isolation. As the hon. Member for Chichester identified, it links back to education in schools. Every actor, film maker and games designer has a foundation in our education system, yet in recent years we have seen a worrying decline in creative arts education.

A recent report published by the University of Warwick indicated that between 2009 and 2023, UK funding for the arts decreased, alongside a 47% slump in GCSE entries in arts subjects. It is absolutely right that the EBacc needs to be looked at alongside the curriculum review to indicate that there is not just a fixation on STEM subjects. As an officer of the all-party parliamentary group for video games and esports, I can say that investment in games technologies and art is about not only the past, but the future, and significant revenue and numbers of jobs can be secured in those sectors. It is an economic necessity that we look at the full breadth of STEAM skills that a 21st-century economy needs.

Medway in my area has a great legacy of theatre, music and production. I myself was a chorister at Rochester cathedral. We celebrate the breadth of diversity in our area, but we are being let down through our education system. I have a number of questions for the Minister. Will art be a key focus of the curriculum review so that all our children can fully access such subjects? Will she report back on some of the changing industries of the future, specifically around gaming, games technologies and e-sports, which represent a significant growth opportunity for our economy and were recognised in the investment programme recently announced by the Government? How can we encourage colleges and schools to look at those sectors of the future and invest in them?

The Local Government Association report says that for every £1 spent on arts and culture, £4 is returned to the local economy. How can we change the narrative that arts are not just a by-product of a successful economy? They are an essential part of our economy.

I will finish by saying that creative education is not just a luxury; it is an absolute necessity. It enriches lives, builds communities and drives our local and national economies. My area of Medway is a shining example of how creativity can transform places, generate prosperity and inspire generations, but we need to go further and faster for the future of all our citizens.

It is a pleasure to serve under your chairmanship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for organising the debate. I am sure we can all agree that creative arts play a unique and invaluable role in enhancing the wellbeing and education of our young people. The evidence is clear: participation in creative activities and the study of artistic subjects significantly improves students’ mental health, resilience and overall academic achievement.

A report by the Cultural Learning Alliance reveals that students engaged in the arts are three times more likely than others to win an academic award, and five times more likely to be recognised for good attendance, and research from the University of Manchester finds that young people who take part in arts activities are 20% more likely to report higher levels of life satisfaction. Yet, for too long, access to creative education in subjects such as art and design, dance, drama and music has been unequal, with some students receiving little or no exposure. That has allowed creative education to become a privilege largely reserved for those from affluent backgrounds whose families can afford access to cultural and artistic experiences.

Evidence shows that under the last Government, there was an overall decline of 42% in the number of arts GCSE entries. Many schools no longer offer arts subjects at all at GCSE level, and we now have 14% fewer arts teachers than in 2010. That is a damning indictment of the previous Government’s attitude and approach to creative arts education and the wider cultural sector. If we are serious about giving every child the best chance of success, we must ensure that creative arts education is accessible to all, regardless of background or circumstances. I was delighted that the Government committed £79 million to a national network of music hubs, which will give children and young people the opportunity to learn to sing or play an instrument. The investment has the potential to transform lives, providing a pathway for creative expression and personal growth.

I also welcome the piloting of the new music opportunities initiative, with £5.8 million to support students with special educational needs and disabilities, and those from disadvantaged backgrounds. That is essential to ensure that creative opportunities are inclusive and fair.

As a proud Halesowen MP, it would be remiss of me not to highlight the exemplary work of Halesowen college. It is a forward-thinking educational institution that offers a large number of vocational creative arts courses, including acting, dance, fashion, graphic design, media make-up and music. With state-of-the-art facilities, the college provides young people and adults in Halesowen the chance to explore and develop their creative talents. Exciting and creative educational opportunities are available within our community.

As we look ahead, we must continue to champion creative arts education as a vital part of our children’s development, wellbeing and future success. It is only by nurturing their creative potential that the next generation will thrive.

It is a pleasure to serve under your chairship, Mr Mundell. I thank the hon. Member for Chichester (Jess Brown-Fuller) for obtaining this important debate on a topic I am passionate about.

Cornwall, where I come from, is rich in the creative arts. I have spoken previously about the world-class Falmouth University, which grew out of a 100-year-old art school, with a strategic focus on creativity and technology. I welcome the inclusion of the creative industry in the UK’s eight growth sectors in the recent industrial strategy. It is brilliant that it has been recognised as an economic driver.

Creative education has so many impacts. I will name a few, even though I should not need to, because each one should be enough on its own. The skills development, critical thinking and problem-solving skills gained from an arts education help to focus on future industries such as tech and digital media, driving economic growth. Creativity and entrepreneurial skills go hand in hand. Cornwall is teeming with small and medium-sized enterprises and one-man bands, which stimulate the independent sector and the growth of the area. That is well worth it in an area such as Cornwall that struggles with deprivation.

On my hon. Friend’s point about helping to grow the local economy, can we stop the suggestion that art is anything other than a serious subject? We have had far too much of the idea that it is soft, easy and does not add to wider education and understanding. It is not just an economic driver but fundamental to the human condition.

You are right that it is an important subject in its sheer scope, alongside the sciences, maths and everything else. It does more than enrich our lives; it is a fundamental part of our lives.

I apologise. Creative arts are obviously a regional growth driver. We are lucky in Truro and Falmouth because those creative hubs can revitalise our region and bring in the visitors we need so much. The growth of the Hall for Cornwall, for example, has spread tentacles across the rest of the county, bringing in children and people who want to get involved in the creative arts but do not often have the opportunity.

Many students learn games design at the Launchpad at Falmouth University. They can then start up their own businesses, with the help to do so. We have the Poly, the Princess Pavilion and brilliant grassroots venues, such as the Cornish Bank, the Old Bakery studios and the Chintz, where some of the musicians who are learning in our town go to practise their art. We are also building premises for a community radio station in the park with our shared prosperity funding, which shows just how important the arts are to Falmouth. People come to us for the arts.

We have an alternative SEND provider called Player Ready Truro, which works with neurodivergent children; they blossom when they can do the things they love with tuition. It prepares them to go back into school and it builds their confidence. Would the Minister consider looking again at progress 8, because it does not contain an arts subject? We should definitely consider that. We must review the national curriculum so that the arts are in the prominent place that they should be.

I first say this, Mr Mundell: you have done the long yards this afternoon—three debates. I do not know whether that gets you overtime or what, but well done.

I commend the hon. Member for Chichester (Jess Brown-Fuller) on setting the scene so well. This is her first Westminster Hall debate and, on the basis of this example, I think it will be the first of many, so I wish her well.

The creative arts across the United Kingdom are something to be proud of. We have a fantastic range of arts and lots of enthusiastic people who make them what they are. I always love to take part in these debates to showcase the talent of Northern Ireland and, more importantly, my constituency of Strangford.

The hon. Member for Stroud (Dr Opher) referred to playing the flute—how we love to play the flute in Northern Ireland. In Northern Ireland, playing the flute is like riding a bike, by the way: nearly everybody learns to play. There might be a reason for that, of course.

Give us a demo.

I have not brought my flute. I could whistle a tune, but I will not.

I always like to talk about something we have done in Northern Ireland. In late 2022—I know the Minister will be pleased to hear this, as an example of what can be done—the Arts Council of Northern Ireland, the Education Authority and the Urban Villages initiative announced funding for the continuation of the creative schools programme in 11 secondary schools, which was fantastic news for the education system across Northern Ireland.

The hon. Member for East Thanet (Ms Billington) referred to the importance of the arts. The arts are a vocation and many people need to recognise that. There are so many young people out there who see themselves going into the arts, film or the creative industries, so funding for our local schools through the Urban Villages initiative is good news. I have spoken before in Westminster Hall and the Chamber of the amazing talent that Northern Ireland has to offer, specifically in the film industry. We have made leaps and bounds in the film sector over the years.

I will give another example. I noticed recently in my constituency and neighbouring constituencies that controlled or commissioned graffiti is becoming massively popular within the creative arts industry. In Newtownards, which I represent, an Ulster Farmers’ Union building has historically always been subject to criminal graffiti, but now it has been transformed through the creative arts, and it looks fantastic. I have also seen many streets, alleys and walls completely changed by graffiti, and the work that goes into that should be respected and admired. Northern Ireland probably has a lot more graffiti than most, but we realised what could be done creatively with graffiti. At last, that is an indication of where we can go.

The creative schools programme initially launched as a pilot scheme in 2017 and so far 1,000 young boys and girls—men and women—have benefited from it. That is a fantastic number of people destined for stardom and progress. The programme places a focus on improving educational outcomes for children across a wide range of artistic sectors. It is not the Minister’s responsibility, but it is crucial that we continue to fund it in Northern Ireland, so that we truly give young people the opportunity to showcase the amazing talent that the United Kingdom of Great Britain and Northern Ireland has to offer.

It is a pleasure to serve under your chairmanship, Mr Mundell. I start by congratulating my hon. Friend the Member for Chichester (Jess Brown-Fuller) on securing this important debate, and I have enjoyed learning a lot about her illustrious background. I cannot claim to be anywhere near as accomplished as she is, but I used to love doing amateur dramatics at school and university, so I can see a Lib Dem drama club emerging at some point soon. Anyway, I will now move on to the serious part of the speech.

The Beatles, Damien Hirst, Amy Winehouse, Anthony Hopkins, Judi Dench and Vivienne Westwood are just a few examples of the brilliant artists who our country has produced over the past century. Our creative industries are renowned throughout the world and, as we have already heard, they contribute enormously to our economy, employing more than 2.3 million people every year.

It is vital that we preserve and grow our arts, which starts with promoting creative education in our schools. As we have already heard, the benefits of creative education are numerous, from developing a lifelong passion to helping children and young people with their mental health and equipping them with important life skills.

Sadly, however, creative education has not been treated with the priority it deserves and teaching in schools has suffered as a result. There are now 15,000 fewer full and part-time teachers of arts subjects in schools than in 2010. With fewer specialised teaching staff and increasingly constrained budgets, we have seen a drop in the number of children taking arts subjects, with enrolment at GCSE level falling by almost a half and at A-level by a third between 2010 and 2023. That means too many children are missing out on the opportunity to broaden their horizons and learn new skills.

At the heart of this issue is the fact that the arts have wrongly been labelled as unimportant and trivial. As a result, in the context of overstretched budgets and limited resources, arts subjects are the first to be cut back, with schools increasingly focusing on their core curriculum offer and extracurricular activities in the arts having to be scaled back.

The Liberal Democrats believe that our children’s education should be rounded and varied. Too often, Conservatives think that creative education is the sacrifice we must make for strong academic standards, but it should not be an either/or situation—it is always both/and. There is plenty of evidence to indicate that there is a link between participation in the arts and higher attainment. I hope that the Government’s ongoing curriculum review and the upcoming reform of Ofsted inspections ensures that all students can access a broad curriculum, including art, music and drama subjects, alongside a strong focus on high academic standards in other subjects.

As the hon. Member for East Thanet (Ms Billington) pointed out, the growing lack of arts provision in our schools, colleges and universities has widened inequalities between disadvantaged students and their peers. It is often only more privileged families who can afford private tuition, extra classes outside school or an independent education, because, as we have heard, the facilities of independent schools are often second to none in terms of the creative arts, thus disadvantaging children from lower socioeconomic backgrounds.

That has a direct impact on who goes on to work in the creative industries, with data showing that there are four times as many individuals from middle-class backgrounds in creative occupations as there are from working-class backgrounds. The arts should not be accessible only to the most privileged. If we want to harness the full talent of our children and young people to ensure that we continue to make the creative industries a powerhouse for our economy, we need to widen opportunities to the arts at every level.

It is not only schools that have seen the take-up of arts subjects plummet but further and higher education institutions. According to the Creative Industries Policy and Evidence Centre, over the past decade there has been a 57% drop in the uptake of creative courses in further and higher education. As we have heard, the exclusion of arts subjects from the English baccalaureate and cuts to funding for creative arts subjects at university by the previous Conservative Government have fuelled this decline.

That is why the Liberal Democrats would like to see arts subjects being included in the English baccalaureate to boost access to the arts. We also need to stop talking down and defunding creative arts degrees and vocational courses, and to drive up high-quality apprenticeships in this area.

Let us be proud of our world-leading institutions. Earlier this year, I visited Wimbledon College of Arts with my hon. Friend the Member for Wimbledon (Mr Kohler), and I saw the amazing work that its students do in costume and set design, puppetry and performance. The college is part of the University of the Arts London, which is second in the world for art and design; we should celebrate that. In my own backyard, I went to the Rambert School of Ballet and Contemporary Dance in Twickenham last week, where the students put on the most incredible show. I know that many of them will go on to be talented performers in their own right.

The creative arts enable all of us to lead a fulfilling life, and they are also one of our country’s finest and most recognisable exports. Let us give our children and young people the opportunity to flourish fully, and let us develop a pipeline of talent into our arts sector to ensure that children and young people get the widest opportunity possible at school, college, university and beyond.

It is a pleasure to serve under your chairmanship, Mr Mundell. I congratulate the hon. Member for Chichester (Jess Brown-Fuller) on securing this debate, which, as well as being hugely informative and important, has been a pleasure to listen to. It has given us the exciting prospect of the Liberal Democrat drama club, which—given the exciting predilection of their leader, the right hon. Member for Kingston and Surbiton (Ed Davey), for doing his own stunts—holds all kinds of potential. The idea of a flautist-off between the hon. Members for Strangford (Jim Shannon) and for Stroud (Dr Opher) is another exciting prospect.

We have heard thoughtful and important speeches from the hon. Members for Reading Central (Matt Rodda), for East Thanet (Ms Billington), for Southgate and Wood Green (Bambos Charalambous), for Chatham and Aylesford (Tristan Osborne), for Halesowen (Alex Ballinger), for Truro and Falmouth (Jayne Kirkham), and for Strangford. It has been an interesting debate.

This will be the last education debate of 2024—barring any surprises from the Minister tomorrow—so I want to thank all the hard-working teachers for their efforts over the year. When I meet teachers, as I have been over the last couple of days, I often find that they are quite tired at this time of year. For primary school teachers, the creative activity around the nativity is the thing that finally finishes them off and leaves them ready for Christmas. I end the year in the spirit of good will, and particularly thank our hard-working teachers.

In order to facilitate an answer that the Minister may wish to get from her officials, I will start by asking about a very specific thing: the music and dance scheme. On 21 November, the Secretary of State wrote to the former Secretary of State, my right hon. Friend the Member for East Hampshire (Damian Hinds), to say that the Government were going to extend transitional support for that scheme: “From 1 January 2025, for families with relevant income below £45,000, my Department will ensure their total fee contributions will remain unchanged for the rest of the academic year.” In a sense, that is a pause or a stay of execution. When will the Minister make a decision on the future of that really good arts scheme, so that there can be certainty beyond the end of the academic year? Will she continue to hold down fees for those who benefit from it for the next year? Will she also commit to maintain a related project, the Choir Schools’ Association scholarship scheme? I enter those specific things into the debate at this point so that the Minister has a chance to respond.

Let me now turn to the wider debate. We have talked about some of the things the last Government did, such as music hubs, which I think are widely welcomed, but—without wishing to move away from the spirit of good will and Christmas towards being the dog in the manger—of course the issue is always time. Our hard-working teachers are already working flat out. In theory and principle, I love the idea advanced by the Liberal Democrat Front Bench that it should not be an either/or, but unfortunately there are only a certain number of hours in the school day.

Now, if the Minister gets a wonderfully huge sum of money from the Treasury and manages to expand the school day so that we can do all those additional things, that is wonderful—I will be the first to welcome that—but our teachers and schools face some inescapable trade-offs. As the Minister will know by now, every week there are on average four calls from different groups for something new to be put on to the national curriculum or to get more time in our schools, but they cannot all have more time.

My only caveat to what Members have said today is the idea that there are creative and non-creative subjects. Some spoke about STEAM, which is a better concept, because the sciences and all those other things are creative subjects too. After a fall from 83% to 70% of pupils getting double or triple science between 2006 and 2011, it is a good thing that those subjects have rebounded to 98%. We have to be honest about what the trade-offs are. If we want to do more of one thing, we have to be clear and honest with people about what we are going to do less of—unless there is some sudden money gusher.

I am interested in the idea that there is a limited amount of time in the state school curriculum, but there does not seem to be a limited amount of time for creative education in private schools. If it is important for private schools, then it is important for state educated children, so why can we not find the time for it?

With respect, I am all ears, and it will be for the Government to say where they will find the time for those things. In principle, I have no objection, but I do not believe that the hon. Lady thinks that there is an unlimited amount of time in the school day, or that our teachers can all do endlessly more work. Of course that is not the case—no one believes that; there are choices here.

If I can return to the spirit of good will and Christmas, I want to commend something good that the Government have published: the evidence pack published alongside the curriculum and assessment review. It is a good piece of work that brings some nuance to the debate that is not always there. It shows that, although the numbers doing GCSE are somewhat down for some art subjects, the numbers doing other types of qualifications are going up at the same time. A lot of the bigger changes are nothing to do with art subjects whatsoever. We see less time spent on ICT in schools and more time spent on English, maths and science. I commend to hon. Members that very good piece of work by the Government; I strongly endorse the nuance that it brings. We all want to see more of these wonderful things happening in our schools, but I also beg that everyone is honest about the trade-offs involved.

I will endeavour to do so, Mr Mundell. I am pleased to be speaking in this debate, which, as has already been said, is probably the last education debate this year—what a lovely subject for the final one. I extend my congratulations to the hon. Member for Chichester (Jess Brown-Fuller) on securing it. It was excellent to hear so much about her performing arts background—from teaching to advocating here; she obviously still enjoys it.

I am sure many of us are enjoying creativity during this festive season—maybe hon. Members have been to a pantomime or two, although I am not encouraging anyone to do one here. I look forward to seeing “Sleeping Beauty” in my constituency, and I am sure that many Members who have spoken about the theatres, creative arts and creative places in their areas are enjoying visiting them and partaking in the activity as well. It was excellent and lovely to hear about the many things that colleagues have mentioned, although of course we also heard about the many challenges and the changes that are needed. Hon. Members said that we need to go further, and I know that they will hold the Government to account on our mission statements and reforms.

I thank my hon. Friend the Member for East Thanet (Ms Billington) for her contribution, particularly about Sammy’s Foundation, and about the need to ensure that the creative arts are there for people with SEND and those who are neurodiverse.

I thank my hon. Friend the Member for Southgate and Wood Green (Bambos Charalambous) for speaking about music hubs and the need to review provision for arts and creativity.

My hon. Friend the Member for Stroud (Dr Opher) talked about the need to campaign. I very much agree that creativity and the arts help with children’s emotional health and wellbeing—I will be speaking about that later—but it was also lovely to hear that it helps with maths. Why wouldn’t we want to hear that? It is absolutely brilliant.

I thank my hon. Friend the Member for Chatham and Aylesford (Tristan Osborne) for talking about not only the worrying decline in the arts but the need to inspire generations to come.

I thank my hon. Friend the Member for Halesowen (Alex Ballinger) for raising concerns about declining GCSE uptake, and for talking about hubs.

My hon. Friend the Member for Truro and Falmouth (Jayne Kirkham) talked about the missions and growth, as well as SMEs.

It was lovely to hear the hon. Member for Strangford (Jim Shannon) speak about many things, including how the art of graffiti can make real and positive changes.

The hon. Member for Twickenham (Munira Wilson) spoke about many relevant things, as she often does, including the need to ensure that the curriculum is rounded, varied and broad—I could not agree more. I am sure that we are all advocating for more fun in our children’s studies and the encouragement of their creative abilities. Learning can be fun, and we hope that it is in our schools.

I am pleased with the many contributions that have been made, and I will endeavour to respond to them in the time I have, but I encourage Members to make contact with me if they feel they have not been answered. The Government recognise the immense value of creative subjects for every child and young person, extending far beyond career aspirations in the creative industries. Creative subjects support a child’s ability to express themselves, help their confidence and support their emotional wellbeing, and there are benefits in many other areas.

Creative subjects, like the arts, music, drama and many others, are significant elements of the rounded and enriching education that the Government want every child to receive. That is why creative subjects are part of the national curriculum for all maintained schools from the age of five to 14—and beyond for drama. Academies, too, are expected to teach these subjects as part of their statutory requirement to foster pupils’ cultural development. Indeed, many schools currently teach creative subjects as part of the curriculum and do so with great success, which enables children and young people to engage with subjects like music beyond the school day. The Government’s goal is to ensure that no child is deprived of the enriching experience that creative education provides. We aim to ensure a consistent approach across all schools.

The Government’s mission is to break down the barriers to opportunities that hold back many of our young people. We know that this will take time, but we are committed to taking the right steps to make it a reality. A crucial step in realising our vision is to ensure that our national curriculum strikes the right balance. It must embody ambition, excellence, relevance, flexibility and inclusivity. That is why in July we launched an independent curriculum and assessment review for ages five to 18, chaired by Professor Becky Francis CBE.

The review will seek to deliver a broader curriculum, with improved access to music, art, sports, drama and vocational subjects. It will look closely at the key challenges to attainment for young people and the barriers that hold children back from the opportunities that they should be able to access. This is an important process, and the recommendations put forward by Professor Becky Francis and her expert-led panel will be published in 2025. Many Members have mentioned that crucial review.

We recognise that although potential is widespread, opportunities are not. That disparity has held many young people back from fulfilling their true potential. To ensure that music education is fully inclusive, including for those with special educational needs and disabilities in both mainstream and special schools, music hubs are required to have an inclusion lead and to develop an inclusion strategy. Furthermore, the Government will launch a new national music education network. This initiative will help families, children and schools access broader opportunities and support.

Will the Minister give way?

I really do not have time, I am afraid.

Through the opportunity mission, we will work to break the link between young people’s background and their future success. Our focus is on supporting the most vulnerable and disadvantaged children, and we will continue to take steps to ensure that opportunity is not restricted by a young person’s location or background.

Our goal is to help families continue to support their children in accessing specialist music and dance courses, so we have made changes to the music and dance scheme for this transitional academic year. From January 2025, we will ensure that families with below average incomes receive additional support to prevent any increases in parental contributions due to the VAT change. This adjustment will benefit around half the families with a music and dance scheme bursary for their child.

I would like to give the hon. Member for Chichester some time to respond, so I will end on that note. I thank all Members for their contributions, and I wish everyone a very merry Christmas.

I thank hon. Members, the shadow Minister and the Minister for talking about the importance of creative arts education and how it will foster the next generation of well-rounded and emotionally intelligent young people, who can thrive.

Motion lapsed, and sitting adjourned without Question put (Standing Order No. 10(14)).