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* 1. Which role best describes you?

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* 2. Which type of setting do you do most or all of your work in?

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* 3. What kind of music provision is there in your setting? (Please include classroom and extra-curricular provision and, where applicable, how much classroom music is taught each week/fortnight).

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* 4. If you are a classroom teacher, what is your annual budget for music education?

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* 5. Is it sufficient?

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* 6. If you work in a role outside the classroom, what issues are you facing regarding funding for music education?

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* 7. If you are a secondary music teacher, which qualifications do you offer?

  Yes No Not applicable (no sixth form)
GCSE Music
Level 1/2 Vocational music qualification (DfE approved, included in performance tables)
Level 1/2 Vocational music qualification (non-approved, not included in performance tables)
AS Level Music
AS Level Music Technology
A Level Music
A Level Music Technology
Level 3 Vocational music qualification

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* 8. Are you able to offer the range of KS4 and KS5 qualifications you would like?

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* 9. If you teach in a maintained secondary school how much harm, if any, have the EBacc and Progress 8 done to the provision of music education?

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* 10. Has your setting experienced issues this academic year with the recruitment and/or retention of music teachers?

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* 11. To what extent do you agree/disagree with the following statements?

  Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree
Curriculum music (regular, classroom music lessons) is the only part of music education which all pupils are statutorily entitled to. It is essential that all students have access to curriculum music.
Music education could be effectively delivered largely by enrichment activities outside school hours.
Music education can help develop essential employment skills of the future such as communication, collaboration, problem-solving, organising, planning and prioritising work, creative thinking, and information literacy (NFER, 2024)
The current level of music education provision is sufficient to support the talent pipeline.

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