Missing from the budget

Posted on October 28, 2026 by John Howson

Education didn’t really feature in the budget.

I had hoped that there might be help for 16-18 year-olds in rural areas to access education. Instead, the Chancellor announced that he would help families with younger children through the Bus Fund.

Line 67 Bus Travel: Fund free bus travel for children aged 5-15 in England from 1 August 2026 until 31 August 2026.

I am sorry he didn’t pick up on the 16-18 issue in rural areas, as it is something I have been campaigning about for years now.

The Chancellor also announced a cut in Red Diesel: Reduce duty rates by 3.7p-per-litre from 15 June 2026 to 1 July 2027 Will that help local authorities with their school transport bills? Sadly, I k not. Another missed opportunity?

Other mentions about education in the budget needed hunting out.

6.122 Books for children – The government will provide £5 million a year for three years from 2027-28 to increase the provision of books for pre-school children, supporting organisations such as the Dolly Parton Imagination Library and BookTrust.

Saldy, that won’t buy many books. For example, if 100,000 children qualified, they would receive £5 worth of books each. Hopefully, the books will circulate, so each child will have access to many books per year. But that approach increases overheads, so I am surprised not to see a match-funded scheme that could leverage more cash for the project.

6.124 School Physical Education (PE) & Sport funding – Funding to the Department for Education will increase by £60 million per year to contribute to the cost of new PE & Sport partnerships, due to be rolled out in England in 2027.

No mention of uprating the music grant by inflation. The grant hasn’t been uprated since 2014, along with a couple of other grants in the DfE’s budget.

Capital spending on education projects is likely to fall as the Treasury raids capital budgets to help fund extra defence spending. The capital spending ‘outurn’ in 25/26 was £6bn, and is expected to £8.1bn in 26/27, before falling back to £7.5bn for the next three years to 2029/30. Hope possibly for schools still awaiting the removal of ‘bad concrete’, but not much sign of a replacement policy for schools that are time expired, especially as s costs have been increasing due to inflation.

Teachers will be glad to know that on page 34 of the Budget book the government is aware that

‘ DfE’s AI lesson-planning tool is saving teachers an average of around three hours a week, reducing administrative burdens and freeing up more time for teaching and other school responsibilities.’ Budget 2026 – Breathing Space for today, Fresh hope for the future

Overall, a very dull budget for education that will give little confidence to the sector.

Finally, the retention of business rates is good for many communities, but not for university towns such as Oxford, where students don’t pay Council Tax, and the universities often avoid business rates. Hopefully, the overnight levy will at least allow some income from conference visitors and tourists to the city.

Falling School Rolls: not just a London problem?

Posted on October 25, 2026 by John Howson

Over the next few years, schools across England will be forced to come to terms with falling pupil numbers. As I indicated in an earlier set of posts on this blog, falling rolls can either be managed by the market, through parental choice and selective school’s decisions on their capacity levels without recourse to other local schools, or can the reduction in numbers be managed through some form of innervation, either by the DfE or by some local body, such as a local authority or an elected Mayor.

How pressing is the problem for secondary schools at present? I have looked at a random selection of schools, almost all secondary schools, that have advertised so far in this autumn term of 2026 for a teacher with expertise in music. The usefulness of looking at music is it is a subject where any vacancy is unlikely to be covered by someone else already on the staff. This is because of the subject knowledge needed.

The data for the schools with vacancies has been compared with the DfE public database that contains columns for a school’s ‘number on roll’ and ‘school capacity’. It is not clear how often this data are updated, or when it refers to, but there don’t seem to have been any changes between the beginning of September and this week, so it may be reasonably recent.

The following table for the different regions of England reveals an interesting picture

LOCAL AUTHORITY REGION	20%+ SPARE PLACES	19%- 10% SPARE PLACES	9% TO 5% SPARE PLACES	5% SPARE PLACES TO 4% OVER CAPACITY	5%+ OVER CAPACITY	TOTAL
EAST ENGLAND	1	0	2	1	0	4
EAST MIDLANDS	2	2	3	3	1	11
LONDON	1	4	2	11	4	22
NORTH EAST	0	1	0	1	0	2
NORTH WEST	0	2	1	3	1	7
SOUTH EAST	1	1	1	0	3	6
SOUTH WEST	2	1	8	0	0	11
WESTMIDLANDS	1	2		1	1	5
YORKS & HUMBER	0	1	2	0	2	5
ALL REGIONS	8	14	19	20	12	73

Of the 73 schools with a vacancy record – about just under 2% of secondary schools, so a reasonable opportunity sample – 41 already had more than 10% spare capacity; 20 had between 5% spare capacity and 5% over capacity, and might be regarded as working at capacity; 12 schools were more than 5% over capacity. Of this last grouping, three were selective schools, and another a highly regarded specialist school. Seven of the 12 schools were either in London or the South East.

Of the schools with the most spare capacity, only one was in London, and the other seven were spread across five of the other regions, suggesting that parental choice might already be playing a significant part in how full to capacity certain school are even today.

Only two of the 22 schools with the most spare capacity are church schools: both are Catholic schools. One Church of England school features in the list of most over-subscribed schools. That school is in London, and may have benefitted from a closeness to the Elizabeth Line, and TfL’s generous transport policy for travel to and from school.

The real issues to come will be both protecting schools in rural areas that serve an area where closure would mean an excessively long journey for some pupils and ensuring all schools can offer what is regarded as the whole curriculum up to age 16. What minority subjects is it allowable for a school not to offer at Key Stage 4?

One thing is certain, many schools with falling rolls will not be recruiting because of their budgets already being under pressure. Might some schools already have dropped music, so not be included in this sample?

I hope that local politicians across England are now asking Scrutiny Committees to be looking into the position locally, and whether any action will be needed, and, if so, by whom?

No song for Labour?

Posted on September 29, 2026 by John Howson

Traditionally, the Labour Party conference used to end in song. Historically, it was the Red Fag that was belted out by delegates, many of whom had learn to sing both in school and in church, chapel or other place of worship. Go to a funeral or a wedding these days, and singing is often either desultory or non-existent, except for a few brave souls. Partly, this is down to the decline in attendance at organised worship, but partly, especially for weddings, it may be down to the decline in music teaching in schools.

Yesterday, I was told of an initiative to revive school choirs https://www.cloreduffield.org.uk/clore-school-choirs-and-singing-programme

However, it will take more than a few philanthropic gestures to revive music in our schools. The subject has now reached a crisis point in state schools across England. I don’t expect the number of new trainees to meet the DfE’s target this autumn. Sadly, It is not as if missing the ITT target in music is something new.

ITT census	% of target recruited
2019/20	80
2020/21	122
2021/22	71
2022/23	62
2023/24	27
2024/25	40
2025/25	65

My expectation for the 2025/26 outcome is somewhere between 80-85% based upon September acceptance numbers through the DfE recruitment to ITT portal data published yesterday – see my previous two posts for more details.

The improvement to around 80% is because the target for this September has been reduced by the DfE from a high of 820 trainees needed in 2024/25, to a new low of 260 two years later for the 2026/27 intake.

ITT target	2021/22	2022/23	2023/24	2024/25	2025/26	2026/27
Music	540	470	790	820	565	260

In part, the reduction in the target is the result of not adding unfilled places in one year to the target for the next year. That was a policy I have always said, since it was tried in the 1990s, was a mistake. Schools cannot absorb more than a certain number of teachers each year, and they always start the autumn term fully staffed for the timetable that they have produced.

Change the timetable, and cut an examination subject, and a school is unlikely to offer it the following year in its options package, especially if it might not recruit a teacher needed to teach the subject, and someone else might need to make way for the restoration of the subject to the timetable. Once gone, it is hard to recover without a change in policy.

Of course, falling rolls will mean a reduction in demand for teachers, assuming school funding doesn’t improve – quite likely, and that retention remains at current levels – also likely with a faltering graduate job market. But is the cut to 260 places for music, a cut that would certainly justify the removal of the bursary sensible? The DfE seem to think so, after having run the Teacher Supply Model, based upon current input data. I am less sure.

So far in 2026, there have been over 500 vacancies for teachers of music and heads of department, so by year-end in December that total might have increased to somewhere between 550-600 vacancies across the year in state schools.

How does that compare to possible supply? In 2025/26 the ITT census recorded 367 music trainees. Allowing for wastage, both in-course and post-course that might reduce the available number to less than 300 or about 50% of vacancies, leaving the other 300 to be filled from returners or other sources.

	Music	ITT census
	2013/14	380
	2014/15	375
	2015/16	355
	2016/17	355
	2017/18	295
	2018/19	300
	2019/20	320
	2020/21	483
	2021/22	390
	2022/23	301
	2023/24	214
	2024/25	345
	2025/26	367
estimate	2026/27	240

With the reduced target of 260, the likely outcome, based on the September offer number is for around 230 trainees at the end of the year, with less than 200 available to work in the state sector in 2027, based on past trends.

Vacancies would need to fall by around 200 in 2027 for that number of new teachers to take up half the vacancies. If vacancies were to remain at 600, admittedly an upper estimate, then new entrants to the labour market might only be able to fill a third of vacancies. This would be grim news, and leaves me with two conclusions

The Teacher Supply Model has cut targets too far too soon

The removal of the bursary has affected recruitment, but the effect has been masked by the cut to the ITT target.

In the real world, unless I am wrong, fewer children will study music from September 2027/28 onwards – that’s the next school-year.

Is that what the government wants? I don’t know, but I do know that there is a risk of music disappearing as an examination subject unless more music teachers are recruited.

I was told, an unverified number, of just 190 entries in the North East Region for music at A level this summer. How many of those were from private schools? I will see what I can find out from the published statistics.

Music is changing, but that change won’t happen nor will music continue to support growth in the economy through orchestras, popular music and other trends if we let music die in the majority of state schools.

A world where music is created by Artificial Intelligence and not by humans, will be a less enjoyable place in which to live.

The ITT Census versus September acceptances

Posted on September 28, 2026 by John Howson

In my previous post, I said at the end of the post that I would look at what any differences between the August ITT acceptance data issued by the DfE earlier today, and the ITT census to be issued in December 2026 might be, by looking at the difference between those accepted in September 2025 and the ITT Census of December 2025.

In reality, this task has proved something more of a challenge that I had expected. This is mostly because of the late announcement of the targets for September 2026. These were not announced until April 2026, by which time many subjects had already made offers in excess of the new, and lower, targets. The fact that the targets for 2026 were in many subjects drastically reduced has made the analysis almost impossible.

Because of the reduction in the targets, it is possible that the outcome of the 2026 ITT Census could be the best year in terms of hitting targets since 2012, especially once Teach First and any other non-DfE portal recruitment is factored into the census.

However, there are a few subjects that rely almost entirely upon the DfE portal for recruitment that we now know are very unlikely to meet even the revised target for September 2026.

These are: Business Studies; Classics, Drama; Religious Education and the catch-all ‘Other’ that includes media and communication studies, social studies, citizenship and psychology.

Although how the ‘other’ subjects grouping reaches a target of 2,035 places remains a bit of a mystery. As I have advocated elsewhere, it is now time to breakdown the ’other category’ into its component subject targets to allow for meaningful discussions about teacher supply. With around one in eight places in the ‘other’ category and the category recruiting very poorly it is time for a more meaningful discussion about the classifications used by the DfE for its IIT targets.

A reminder of how the targets have changed this year when compared to the previous year

		2025/26	2026/27
Total		26,920	20,800
Primary	Total	7,650	5,520
Secondary	Total	19,270	15,280
	Art and Design	680	605
	Biology	985	675
	Business Studies	900	1,200
	Chemistry	730	690
	Classics	60	75
	Computing	895	565
	Design and Technology	965	620
	Drama	620	370
	English	1,950	1,980
	Geography	935	685
	History	790	520
	Mathematics	2,300	2,000
	Modern Foreign Languages	1,460	1,085
	Music	565	260
	Others	2,520	2,035
	Physical Education	725	655
	Physics	1,410	810
	Religious Education	780	450

Some years ago, the total was nearer 40,000 trainees, so this has been a dramatic reduction.

When were secondary trainee targets last as low as 15,280? Not for some time. I will do a search and see if I can find out the last time the targets were this low for both primary and secondary trainees. As these targets now include almost all routes, it will be interesting to see whether when they were last this low were there no ‘off target’ numbers such as the former employment-based routes?

Mixed results across the ITT targets this September

Posted on September 28, 2026 by John Howson

Earlier this year, (in April) the DfE slashed the targets for new trainee teachers, citing falling rolls. In some case, this won’t have made a difference because either the new target was still unattainable or those in ITT had already exceeded the new target, and presumably couldn’t or wouldn’t withdraw offers already made.

So, what does the landscape look like this September, now that the DfE has released the data that will be close to the final outcomes for courses, at least those recruiting through the DfE portal. The Teach First, and other such programmes must be added to the data. However, before the ITT census there will undoubtedly be some dropouts or no-shows to courses. As a result, the September numbers accepted should provide a good idea of the basis for calculating the number of new teachers emerging onto the state school labour market for September 2027. (Take of 6% for in-course-wastage, and then 15-20% of the remainder for those not wanting to teaching state schools – these are conservative percentages). This means there may well be shortages in some subjects, especially the arts that Labour seemed to want to espouse, as the table shows.

The final percentages for mathematics and physics may well depend upon how many overseas students can obtain a visa, firstly to study and then to work in England?

It really is time to open up what the DfE means by ‘others’, and include some more actual subjects in the list. Computing may be the first subject to be benefitting from concern over the loss of jobs to AI.

I very much doubt whether the total for music, biology, religious education, design and technology, geography and English will be enough to meet the needs of schools in 2027. Rolls across the country just are not falling that fast, whatever is happening in London.

I am not sure what the DfE has calculated for the effects oof VAT on the private school sector, but if numbers fell in that sector, the sector would need to recruit fewer teachers. This would only have an impact if it was a reduction in overseas student numbers, as, presumably, home students would transfer into the state system, requiring more teachers, even at the worse pupil-teacher ratio of the state sector.

Where are acceptances down on last year?

Applications submitted were 62,633 this year, compared with 55,637 last year. However, accepted numbers were down from 26,714 to 24,850 meaning an increase of more than 4,000 applicants rejected.

The number of acceptances fell across all age groups, larger falls were in the age-groups normally associated with career switchers, and there were relatively small falls for new graduates. This is encouraging news for the long-term health of the profession, as younger trainees that stay the course should provide for the cadre of future leaders.

Most of the fall in acceptances were of females: down from 17,918 to 16,189, with males just declining from 8,516 to 8,382. This may reflect the greater number of females that apply for primary sector courses.

More worrying is the fact that while acceptances from ‘rest of the world’ applicants remained steady at 1,440 this year compared with 1,428 last year, most UK regions witnessed a decline in acceptances. There were 9,661 acceptances for primary phase courses compared with 9,887 last year, while secondary phase acceptances declined from 16,829 to 15,190.

Apprenticeships bucked the trend, witnessing more acceptances (1,453 against 1,310 for PG and 261 against 198 for degree apprenticeships). Salaried route acceptances slumped from 618 to just 304, presumably as a result of the apprenticeship route, which may be cheaper for schools.

Finally, all training provider regions witnessed a decline in acceptances, with fewer than 1,000 trainees across the North East region being accepted ( 911 compared with 1,078 last year).

If I have time, I will compare the 2026 September acceptances with census to measure whether there is any significant amount of change between the two datasets.

Music Teachers: demand and supply

Posted on September 11, 2026 by John Howson

As part of its monthly review of applications by graduates to train as a teacher, this blog has often commented upon the issue of whether there will be sufficient new teachers of music. This blog has also condemned the withdrawal of the bursary for music by the Labour government.

ITT crisis not yet over

Posted on September 4, 2026 by John Howson

What does it take to ensure all training places for graduates wanting to be a teacher are filled. The best chance of sufficient trainees is when the school population is in decline, the job market is challenging for graduates – especially new graduates – and existing teachers are not exiting the profession at the same rate as previously.

The current ITT position is governed by the fact that school rolls are falling, so fewer new teachers are needed; the graduate job market is beginning to feel the consequences of AI, or it may be for graduates in some subjects, such as computing. Although teachers leaving the profession, net of returners, has not changed much, the opportunities for teachers to work outside of England and not pay back their student loans is probably still increasing.

The 2026 targets for trainee numbers were cut by the DfE. We won’t know until the ITT census in December what the overall picture looks like, but the table below shows the position if all ‘accepted’ for courses covered by the DfE’s monthly statistics of numbers accepted were to turn up and be recorded in the 2026 ITT census.

Subject Target 2026/27 August offers Fill: August view August Accepted Fill on Accepted August
Chemistry 690 1530 YES 1362 YES
Biology 675 679 PROBABLY 492 NO
Mathematics 2000 3141 YES 2720 YES
Design & Technology 620 741 YES 659 YES
Art & Design 605 756 YES 624 YES
Geography 685 589 NO 496 NO
Classics 75 47 NO 39 NO
English 1980 1900 POSSIBLY 1587 NO
Drama 370 338 POSSIBLY 279 NO
Business Studies 1200 379 NO 283 NO
Music 260 283 YES 238 NO
Religious Education 450 367 NO 308 NO
Others 2035 527 NO 424 NO
History 520 1166 YES 995 YES
Modern Languages 1085 1409 YES 1201 YES
Physics 810 1649 YES 1434 YES
Physical Education 655 1608 YES 1359 YES
Computing 565 1041 YES 876 YES

The column to consider is the final one for the number accepted by August 17^th 2026 in the DfE monthly published statistics. Initial teacher training application statistics for courses starting in the 2025 to 2026 academic year – Apply for teacher training – GOV.UK

Despite the cuts to training places, some subjects are still unlikely to meet their reduced target, even though they have more trainees accepted than last year. However, the effect of AI may be seen in the increase in numbers accepted in computing.

The focus now should be on recruitment into the arts and social sciences, where some subjects only beat the target number by a very small margin, and others missed even the reduced requirement. Can the DfE afford to offer bursaries in these subjects without cutting the bursary elsewhere and risking a yo-yo effect of no bursary, a slump in applications.

Personally, I think al trainees should be treated equally, and that the DfE should not try to pick winners and losers. However, with funding tight, I cannot see that happening, even with a Secretary of State more likely to be sympathetic to teachers than some of her predecessors.

In passing, it is worth noting that applications from those in their 50s are below the numbers in the last cycle. All other groups have recorded increases, but for the ‘21 and under’ new graduates grouping, this is just 106 more applicants. For the 22-25 age groups it is just over 600 more application out a total of over 15,000.

The large increase in applications is for secondary courses, up from 38,169 in the last cycle to 43,365 this year. However, much of that increase has been fuelled by an increase in applicants from the ‘Rest of the world’ – up from 8,777 in the last cycle to 14,049 in this cycle, now accounting for more than 25% of applicants once those from the EEA are included in the total.

The September DfE data will be confirmatory, and few changes are expected that is unless those from overseas that have been ‘accepted’ fall foul of the government’s visa rules.

What of the class of 2027/28? With falling rolls, and the increasing effect of AI on jobs for new graduates, it seems likely a new golden age for teacher training may be dawning. However, this will result in casualties among providers: not all will survive.

This blog called the start of the supply crisis in 2013, and was condemned by the DfE for doing so. Perhaps it might be rewarded for charting what has happened over the next 13 years, and its predication for the future? But somehow I doubt it.

Mbacc a pipedream without the teachers

Posted on July 30, 2026 by John Howson

In the previous post, I considered trends in teacher supply into state secondary schools for three subjects listed as a part of the Prime Minister’s proposed MBacc. If such a qualification is to be rolled out nationally, then there will either need to be more teachers in schools in certain subjects or more young people will need to be diverted into further education, perhaps at 14 rather than 16. However, even that strategy won’t solve the music and performing arts dilemma regarding the number of teachers’ issue. Abolishing the bursary for music looks even more unfortunate in the light of the MBacc announcement.

How about the wider primary and secondary sectors?

In line with falling pupil numbers, there has been a reduction in trainee numbers in the primary sector. This has resulted in fewer numbers obtaining QTS, and even fewer of those working in the state primary school sector. The 5,882 recorded working in state schools of the 2024/25 cohort should increase as the data is refined, but it is still likely to be only halfthe number of just four years previously, when more than 10,000 new teachers were working in the primary sector at some point in the 16 months after obtaining Qualified Teacher Status (QTS).

Fortunately, those newly qualified teachers not obtaining a teaching post in England, might be able to look overseas for work. With VAT on fees for private school pupils in England, the independent sector is unlikely to offer must of an alternative to the state sector over the next few years; at least until there is some upturn in the birthrate.

I hope that course providers will take note of this data, and not over-recruit to courses in the future, as burdening students with more debt and a restricted chance of securing a teaching post is not really fair on the students.

In the secondary sector, the overall position hides some variations between subjects.

The percentage obtaining QTS among secondary trainees has been falling; from some 95% before covid, to 92-93% in the years since. The overall percentage hides a much greater change in the numbers obtaining QTS, from a Covid high of 19,070 to a low of 12,820 only two years later. Covid may have brought forward the decision to teach that might otherwise have been delayed until a future year.

Fortunately, 2024-2025 saw the number obtaining QTS much closer to pre-Covid levels. With falling rolls, the overall number of trainees, if not the mix within subjects, may be satisfactory for the DfE.

However, post-covid the state school sector lost around five and a half thousand teachers compared with the pre-covid numbers f new teachers entering state schools. To what extend these missing teachers have been replaced by new entrants through the ‘assessment only’ route, isn’t clear from the data.

In the most recent year, 2024-2025, what of the percentages in state schools by secondary subjects?

The low percentage of those qualifying for QTS in Classics instate schools, is perhaps not a surprise given the percentage of state schools that teach the subject. The fact physical education is in second position in the table, with just 59% of those obtaining QTS in state schools should not be a surprise to anyone familiar with the number of trainees recruited and the DfE’s target for the subject.

Only in English and mathematics were there more than 1,000 new teachers working in schools. Given the requirement to teach these subjects to all pupils up to Year 11, and for some in Years 12 & 13, even these numbers may be insufficient. The 234 music, and 133 business studies teachers, and the 321 religious education new entrants, are almost certainly not enough to allow the subjects to thrive in our schools, even before the desire to widen the curriculum to include more MBacc students, and fewer EBacc students.

Alongside the conversation about the curriculum, and the desire of the Prime Minister to make it more relevant for work in the 21^st century, there really needs to be a conversation about how the curriculum changes can be properly staffed, so that all pupils receive a high quality education taught by teachers qualified in their subject, and not just a page ahead of the AI generated lesson plan.

Data from: Initial teacher training performance profiles: 2024 to 2025 – GOV.UK

MBacc and teacher supply

Posted on July 30, 2026 by John Howson

The DfE ITT performance tables issued today allow me to write a quick post about the MBacc and the supply of newly qualified teachers over the past few year. Initial teacher training performance profiles: 2024 to 2025 – GOV.UK

Number for three key subjects are limited, as the table makes clear

Achieved QTS and teaching in a state school within 16 months of QTS

ITT Year	Business Studies	Design & Technology	Music	Total
2017/18	106	240	220	566
2018/19	134	236	212	582
2019/2020	125	341	224	690
2020/21	225	454	337	1016
2021/22	199	292	289	780
2022/23	155	346	227	728
2023/24	135	441	171	747
2024/25	133	456	234	823

Numbers have increased over recent years, and may still increase further as more data is accumulated for the most recent years. However, apart from the covid bounce, they still remain low as a percentage of state schools.

With more than 500 vacancies for teachers of music this year, even if half are filled by returners, there would not be enough trainees in any years, except for the ‘covid years’ to cover vacancies.

TVEI and the Manchester Bacc: same problem, same solution?

Posted on July 29, 2026 by John Howson

I hesitate to couple together Andy Burnham, our new Prime Minster, and Mrs Thatcher, one of most marmite Prime Minsters’, but they do both seem to have an interest in the role of education in preparing young people for work.

In 1982, Mrs Thatcher introduced a new scheme in what has been described in the following terms by a researcher:

The Technical Vocational Education Initiative (TVEI) was intended to instil a significant element of vocational and technical education into the curricula of mainstream schools and colleges (Williams and Yeomans, 1994). It was the first major initiative by central Government in curriculum development. The pilot was announced by then Prime Minister Margaret Thatcher in the House of Commons on 12th November 1982. Learning from the past Paper No. 6

The new initiative by Andy Burnham initiative is described in the following terms:

Mayor of Greater Manchester Andy Burnham said:

“For too long the English education system has been built around the needs of just a third [sic] of young people who go to university. That means that every year, thousands go through school without a clear path into a good career.

Our answer is the MBacc – a game-changing new plan for technical education. We’re using our devolved powers to reset the scales and give young people a clear line of sight to good jobs and the steps that will take them there.

If we don’t make this change now, it could be the single biggest barrier to future growth – and to the life chances of young people here. The needs of our economy are changing, and right now the system is not capable of keeping pace and meeting the needs of businesses or the ambitions of the next generation.”

Unlike the English Baccalaureate, which is geared towards the subjects top universities value, each MBacc gateway will guide young people to the subjects and qualifications most valued by the city-region’s employers. The gateways draw on the latest labour market data and provide a clear line of sight to high quality jobs in Greater Manchester’s growing economy. There will also be clear MBacc pathways for those who want careers in the emergency services or the Bee Network. Andy Burnham unveils plan to turbocharge growth in Greater Manchester with new technical education route, the Greater Manchester Baccalaureate – Greater Manchester Combined Authority Accessed 29^th July 2026 0955

Interestingly, Burnham lists the following subject as part of the MBacc.

Engineering

Design & Technology

Business Studies

Drama

Music

Performing Arts

Regular readers of this blog will know that many of these are subjects that have difficult in recruiting new entrants into teaching. In the case of music, this is a subject where the DfE has slashed the ITT target. Engineering doesn’t have a target, so is probably in ‘other subjects’. Design and Technology is only filing its places as, like music, the target has been reduced

Subject	Target 2026/27	July offers	Fill: July view	July Accepted	Fill on accepted
Chemistry	690	1460	YES	1302	YES
Biology	675	629	PROBABLY	466	POSSIBLY
Mathematics	2000	2953	YES	2567	YES
Design & Technology	620	701	YES	630	YES
Art & Design	605	709	YES	590	YES
Geography	685	549	N	466	NO
Classics	75	45	NO	37	NO
English	1980	1835	POSSIBLY	1535	POSSIBLY
Drama	370	318	POSSIBLY	263	NO
Business Studies	1200	357	NO	267	NO
Music	260	266	YES	220	YES
Religious Education	450	349	NO	294	NO
Others	2035	508	NO	414	NO
History	520	1112	YES	952	YES
Modern Languages	1085	1363	YES	1172	YES
Physics	810	1600	YES	1438	YES
Physical Education	655	1551	YES	1326	YES
Computing	565	961	YES	808	YES

Andy Burnham must be careful not to announce a policy he cannot deliver nationally without a strategy for teacher supply, otherwise the very schools he seeks to help may be the ones that cannot recruit the teachers in a market where supply nowhere near meets demand on a national scale.

Manchester is blessed, as is the North West as a whole, with more ITT places than most of the rest of England. The test of any Prime Minister is whether he can scale up a local initiative into a credible national policy? The first step would be for Lucy Powell to take ownership of the policy.

John Howson

Education and the numbers that affect what happens

Category Archives: music in schools