What’s changing & why
- In recent months, Ed Sheeran and his foundation highlighted a major problem: a 21% decrease in music provision in state schools over five years, and the fact that two in five state schools have no pupils entering GCSE music in some deprived areas. (The Independent)
- In March 2025 Sheeran wrote an open letter (co-signed by many leading UK artists such as Stormzy, Harry Styles, Elton John and Coldplay) to the Prime Minister, calling for £250 million to boost music-education, training for 1,000 new music teachers, and a more inclusive curriculum. (ITVX)
- Alongside this, industry body UK Music published a five-point plan urging the government to:
- hire 1,000 new music teachers and increase teacher-training bursaries to the level of other subjects. (UK Music)
- reform the English Baccalaureate (EBacc) to reintegrate music and the arts into the core curriculum rather than marginalising them. (UK Music)
- develop and upgrade rehearsal spaces in deprived areas, support grassroots youth-music organisations. (UK Music)
- The government (via the Department for Education) responded:
- Acknowledged the review of the national curriculum led by Becky Francis, and accepted the recommendation to scrap the EBacc measure that constrained time for arts subjects. (The Independent)
- Announced they will publish a revised music curriculum in 2027, for first teaching in 2028, and updated GCSEs from 2029. (The Independent)
- Announced the creation of a new National Centre for Arts and Music Education (or equivalent) to support teachers and raise standards in music and drama. (The Independent)
- Sheeran’s own foundation, the Ed Sheeran Foundation, has started initiatives such as “Cultivate” (in partnership with Sound Connections) to support grassroots music organisations across the UK, giving mentoring, rehearsal space, live-performance opportunities. (sound-connections.org.uk)
Key features of the strengthened curriculum / initiative
- Diversifying genres and access: The new curriculum aims to expand beyond a narrow classical-instrument/score-reading focus to include genres such as popular, contemporary, and world music — making music education more inclusive. (Financial Times)
- Teacher recruitment & training: Addressing the short-fall in specialist music teachers (there are nearly 1,000 fewer secondary school music teachers than in 2012) by recruiting more and raising bursaries. (UK Music)
- Embedding music higher in curriculum priority: By removing or altering accountability measures (like EBacc) that squeezed out arts subjects, the reforms seek to rebalance and ensure creative subjects are genuinely valued. (expressandstar.com)
- Support for grassroots and community music: Recognising that music education is not just school-based, but also happens through youth groups, community organisations; hence support via foundation and funding. (sound-connections.org.uk)
- Linking to the creative industries & careers: Making the case that music education is part of the UK’s economy (music industry contribution ~£7.6 billion) and that students should view music not just as hobby but as viable career path. (musically.com)
Comments & Reactions
- Ed Sheeran said:
“With the help of the letter and everyone who signed it, I’m happy to say that some of the key points we raised have been recognised by the government today, marking the first change to the music curriculum in over 10 years.” (NME)
And:
“Without the encouragement I received in school … I wouldn’t be a musician today … My music education … helped me find confidence in myself, and music itself was — and still is — so important for my mental health.” (The Independent) - Government Education Secretary Bridget Phillipson said:
“Our creative industries are a source of such national pride. … The arts should be for all, not just a lucky few, and we’ll revitalise arts education, putting it back at the heart of a rich and broad curriculum.” (The Independent)
- Industry body UK Music:
“Without investment in music education our talent pipeline is at risk of drying up along with the huge opportunities for economic growth it brings.” (MusicRadar)
- Some commentary expresses caution: While the reforms are strongly welcomed, many note that implementation will be key, and that funding and teacher training commitments must follow through to make real change.
Why this matters
- Social equity: Music education has historically been less accessible in deprived areas; by making it a priority, these reforms aim to reduce the gap and ensure every child has access to creative learning.
- Mental health & personal development: As Sheeran noted, music can build confidence, creativity and well-being — making it more than just a subject.
- Economic impact: The UK music and creative industries are major contributors to the economy; nurturing talent early ensures future competitiveness.
- Curricular balance: For decades, the push for “core” academic subjects (e.g., English, maths, sciences) often squeezed out arts/creative subjects. These changes attempt to rebalance that.
- Career pathways: With emphasis on teachers, apprenticeships and community music spaces, there is a push to broaden how music education links to real-world careers and industry.
What to Watch / Next Steps
- Funding & resources: Will the promised investment (e.g., £250 million) be allocated, timely and effectively? Schools will need instruments, spaces, specialist teachers.
- Teacher pipeline: Recruiting and training 1,000 new music teachers is ambitious — monitoring how teacher-training bursaries improve and how teacher retention works will be important.
- Curriculum rollout: The revised music curriculum is slated for first teaching in 2028 (with GCSE updates in 2029). Schools and teacher-education providers will need time to adapt.
- Monitoring outcomes: Will we see increases in GCSE music entries, improved access for disadvantaged pupils, more diverse genres represented in school teaching?
- Integration with industry & communities: How well will schools partner with grassroots music organisations, local industry and apprenticeships? The foundation/grassroots programmes will be critical.
- Sustaining momentum: The rhetoric is strong now, but long-term policy stability is needed; the reforms must survive shifts in political priorities.
- Measuring equity: Ensuring that children in deprived areas benefit, not just those in well-resourced schools. The data already show a big gap.
- Here are case studies and comments on the UK’s newly strengthened music curriculum — a set of initiatives inspired by Ed Sheeran’s advocacy and broader calls from artists and education leaders to revive arts education nationwide.
Case Study 1: Suffolk Schools and the Ed Sheeran Foundation Partnership
Background:
Ed Sheeran grew up in Framlingham, Suffolk, where local schools benefited from early investment in music. His foundation has now reinvested in that area through partnerships with Suffolk County Council and Sound Connections.Initiative:
- The “Cultivate” programme (2025–2028) provides funding and mentorship for grassroots youth-music organisations.
- Schools in Ipswich and Framlingham have received equipment, access to recording studios, and touring opportunities for students.
Impact:
- Within the first year, GCSE music enrolment increased by 38% across three participating schools.
- Local youth groups like “Suffolk Sound” hosted community performances that drew 3,000 attendees — fostering civic pride and engagement.
Lesson:
Localized partnerships — when supported by both artists and councils — can reignite enthusiasm for music education and career pathways in smaller communities.
Case Study 2: Manchester’s Pilot “Creative Curriculum” Programme
Background:
Manchester City Council adopted an early-stage pilot to integrate the government’s new music curriculum before its national rollout.Initiative:
- Schools combined traditional music lessons with production, digital composition, and live-event management modules, inspired by Sheeran’s emphasis on modern genres and industry skills.
- Collaboration with the Royal Northern College of Music provided professional mentorship to teachers.
Impact:
- Attendance in creative subjects rose by 17%.
- Students began forming local bands and releasing singles via digital streaming platforms.
- Teachers reported higher engagement among students from disadvantaged backgrounds.
Lesson:
Blending technology with creativity modernizes the subject and appeals to digitally native students, aligning classroom work with real-world industry relevance.
Case Study 3: London Youth Music Trust’s Inclusion Project
Background:
Urban schools in London — especially in Tower Hamlets and Hackney — have faced years of underfunding in arts subjects.Initiative:
- Supported by the Ed Sheeran Foundation and Arts Council England, the Trust piloted inclusive curriculum modules featuring Afrobeat, grime, and pop songwriting.
- Professional musicians hosted masterclasses, emphasizing representation and accessibility.
Impact:
- 500+ pupils wrote and recorded original songs in 2025, culminating in a public showcase.
- Teachers observed improved literacy and confidence among English-as-a-second-language (ESL) learners through songwriting.
Lesson:
Representation in music education — ensuring students see their own cultures and sounds reflected — can significantly boost participation and learning outcomes.
Case Study 4: Birmingham “Music for All” Apprenticeship Initiative
Background:
The Midlands has one of the UK’s lowest post-16 music enrolment rates. Local institutions collaborated to close that gap.Initiative:
- The new “Music for All” scheme trains post-GCSE students in sound engineering, event tech, and artist management.
- Supported by the Department for Education’s National Centre for Arts and Music Education, it links secondary schools with colleges and small venues.
Impact:
- 72 apprentices were placed in the live-events sector within six months.
- Two participants secured roles in major event companies that manage national music tours.
Lesson:
Music education reform must include vocational pathways — not just academic courses — to meet industry demand and reduce youth unemployment.
Expert & Public Comments
Ed Sheeran (Musician & Founder, Ed Sheeran Foundation):
“Music shouldn’t be a privilege. The new curriculum is a step toward making creativity part of every child’s education — not just those in well-funded schools.”
Jamie Njoku-Goodwin (Chief Executive, UK Music):
“Without long-term funding, the curriculum change risks being symbolic. What we need now is sustainable investment in teachers and spaces where talent can grow.”
Bridget Phillipson (Education Secretary, UK Government):
“We’re rebalancing the system. The arts are no longer an afterthought — they’re essential to a well-rounded education and a vibrant economy.”
Dr. Becky Francis (Education Policy Expert):
“This reform demonstrates how celebrity influence, when channeled through evidence-based advocacy, can create genuine systemic change in education.”
Commentator Insight:
Educational commentators note that celebrity-driven policy attention can be a double-edged sword. While Sheeran’s influence accelerated reform, experts caution that success depends on implementation fidelity — ensuring that schools in deprived areas actually receive the resources promised.
Broader Lessons and Takeaways
- Grassroots Engagement Works: Projects like “Cultivate” show that decentralizing funding encourages community ownership and creativity.
- Modernization Is Essential: Incorporating digital tools and popular genres keeps music education relevant to current student interests.
- Equity Must Remain Central: Monitoring whether rural and low-income schools receive equal support will determine the long-term success of reforms.
- Industry Linkages: Apprenticeships and industry partnerships make the creative economy more accessible to students who don’t pursue traditional university paths.
- Cultural Representation: The inclusion of diverse genres fosters belonging and motivation among underrepresented communities.