Editorial

Abstract

Some of the key themes relate to the negative impact of school performance measures on the breadth of subjects offered in schools, the significant decline in the numbers of students taking GCSE and ‘A’ Level music qualifications and the decimation of the arts in the school and wider curriculum. Some of the areas raised in this report have been aired again in a recent research report from the Child Poverty Action Group (CPAG) (2022:8), which states that “Pupils experiencing poverty in England are financially excluded from full participation in a wide range of school subjects and activities, including…music”. According to research carried out by CPAG (2022:12). Given that the responsibility of music in the school curriculum lies with schools themselves and not music education hubs, this funding mandate perhaps gives us an indication of the potential future direction of travel for both the roles and remit of music education hubs and the imposition of specific curriculum expectations within a school system that can make its own curricula decisions.