SCHOOLS NorthEast submits Ebacc response to Catherine McKinnell MP for Parliament debate

6th July 2016

This response is for Catherine McKinnell MP from SCHOOLS NorthEast, the UK’s only regional schools network representing all 1,250 schools in the North East of England.

1. About SCHOOLS NorthEast

Established in 2007, SCHOOLS NorthEast was set up by head teachers to create a unique culture of collaboration and mutual support amongst North East schools to ensure the best possible
outcomes for all of our region’s young people. It represents the views of all 1,250 schools in the North East region.

SCHOOLS NorthEast is schools-led, governed by serving head teachers and guided by a 28-strong advisory board comprised of school leaders from all types of schools and representing each of the 12 local authorities that make up the North East region.

A registered charity, SCHOOLS NorthEast works to connect schools to each other and external organisations such as business, to facilitate new projects and additional support, to provide a strategic voice for our members and promote a wider understanding of the issues facing education in the North East.

2. Information

This SCHOOLS NorthEast submission is based on the collective input of schools from across the North East of England - from Northumberland to the the Tees Valley and coastal schools across to rural schools in the Pennines. It represents a comprehensive picture of schools input on this consultation from the North East of England.

3. Response from school leaders

SCHOOLS NorthEast contacted the secondary heads in the regional schools network for comment on the proposed debate on Ebacc and its impact on expressive arts.

Responses from Head Teachers illustrated widespread concern about the impact of the EBacc, not just on the expressive arts subjects but also the wider non-basket subjects which add up to a rich and rounded education that provides opportunity for all.

The majority of respondents indicated that the curriculum in their schools had narrowed as a result of the Ebacc. One Head said the Ebacc was responsible for “creating a false hierarchy of subjects”.

The easiest way to express sentiment is to quote a selection of the views of Heads directly. I would be happy to approach the respective individuals if you would like further information:

Sunderland Head of School - “The EBacc is a combination of subjects which are supposed to represent a well rounded set of qualifications. If this is the case, then a vital strand is clearly missing. The expressive arts have the potential to unlock so many key human attributes and contribute to the whole education of a child.”

County Durham Head Teacher - “The Ebacc has significantly altered curriculum choices and this has been compounded when we combine this with choices to meet the demands of Progress 8. Arts and technology subjects are being heavily marginalised and should future DFE aspirations for all student to study French be realised, then it will be beginning of the end for option
subjects.”

South Tyneside Head Teacher - “The emphasis on current Ebacc subjects in the Progress 8 measure is a key factor in the reduction in the number of students choosing to study Expressive Arts at GCSE level. As schools are judged by Ofsted and Government, on Progress 8 measures, schools have had to adapt their curriculum over last few years to accommodate this requirement.

“It goes without saying that as an Educator of the whole child, I am concerned about the devaluing of the Arts in schools. In schools we are witnessing a huge increase in mental health issues with teenagers. The arts are a great vehicle to support students developing their creativity and improve their wellbeing. The creative industries are a major part of our economy, yet we choose to sideline these key subjects in favour of EBacc subjects. Employers require staff who are creative, to enable their business to lead in their field.

“The Arts have suffered more broadly with the reduction in funding available to them. If we take it out of schools where will young people have the opportunity to gain these experiences, or are we suggesting that the Arts are only for the rich who can pay for private tuition?”

Northumberland Executive Headteacher - “We currently allow free choice at KS4 and the arts subjects have not yet been negatively affected by the Ebacc. However, if the Ebacc is confirmed
as compulsory for all, then we would see academically rigorous and successful courses in Music, Art and Design and Drama negatively affected. We would also see the various technology based courses undermined - Electronics; Product Design; Textiles; Food and Graphic Products - all of which contribute to a broad education and several of which support progression into courses and jobs for which the country has a shortage of skills.

“If expressive arts are included within the Ebacc suite of subjects WITHOUT increasing the total number of required subjects, then students would have a greater choice. Undoubtedly some would choose an arts course ahead of a language, but I believe language numbers would still increase to approximately 50 - 60% of the cohort (currently 40%). I would like all of the subjects listed in one to be deemed appropriate academic choices under the Ebacc curriculum, but still leaving an option group available for Business; Photography; PE; Vocational.”

Phil Latham, Head of Macmillan Academy in Middlesbrough, wrote the following blogpost
for SCHOOLS NorthEast earlier in the school year - https://schoolsnortheastblog.wordpress.com/2015/11/19/hyacinths-for-the-soul-the-challenges-of-protecting-the-arts-in-light-of-the-compulsory-ebacc/ . In it, he recognises Schools Minister Nick Gibb’s aim of reinforcing a core academic curriculum but raises serious concerns about the implementation of the Ebacc, writing: “A ‘one size fits all’ approach is potentially devastating for the arts in schools. It restricts opportunities for providing students with a personalised curriculum which would enable them to develop their individual skills and interests whilst achieving the academic success that will equip them for life beyond school.”

Dr Bernard Trafford, Headmaster at the Royal Grammar School in Newcastle, wrote the
following commentary for SecEd in January of this year: http://www.sec-ed.co.uk/blog/a-subjecthierarchy-created-in-one-stroke/ , In it, he says: “Ministers’ denials that the EBacc has downgraded the ‘creative’ subjects are dishonest”.

4. Additional consideration

There is the potential to overlook destination in this debate. Here in the North East of England, there is still a significant manufacturing presence and the wider economy has a strong requirement
for skills for which GCSEs in non-Ebacc subjects, such as Design & Technology, would be appropriate and desired.

Furthermore, schools report that these subjects are often the ones that white working class boys most readily engage with. Given the large body of evidence around education issues associated
with this school group, a move to make the Ebacc compulsory for all will not only alienate those groups that schools need most to engage, but it also robs our future economy of skills sets that are readily employable.