The publication of the Department for Education’s Enrichment Framework for Schools and Colleges is a significant moment for education in England. While the framework is non-statutory, it sends a clear message that high-quality education extends beyond the classroom. Schools are encouraged to think strategically about the wider experiences they provide, recognising that enrichment plays an important role in personal development, wellbeing, belonging and preparation for adult life.
For those of us working in music education, there is much to welcome. Music has always been one of the strongest contribuitors to meaningful enrichment programmes, but the framework also challenges us to think differently about how we design, deliver and evaluate our work.
Music should be part of a strategic vision
The first benchmark emphasises that enrichment should align with a school’s wider priorities rather than existing as an optional extra. This is something music educators have argued for many years.
Whether we are running choirs, instrumental tuition, music technology clubs or composing projects, we need to be able to demonstrate how these activities support attendance, behaviour, wellbeing, personal development and even curriculum outcomes. External music organisations should also be asking prospective schools not simply what activity they would like, but what they are trying to achieve.
This is not to say that music activities are not important in their own right, but is a necessary part of ensuring that these activities are valued by non-musicians, as well as proving that we are using limited funding responsibly to make as much of an impact as possible on children and young people’s lives.
Breadth matters
The framework encourages schools to provide varied, purposeful and enjoyable opportunities. Music is uniquely placed to contribute here because it encompasses performance, listening, creativity, collaboration and cultural experiences.
However, this benchmark is also a reminder that enrichment should not be limited to the same pupils attending the same clubs every week. Schools should be thinking about a broad offer that allows every young person to discover something new, whether that is attending live performances, exploring different musical traditions, songwriting, music production or community music-making.
We need to move beyond the old-fashioned notion that every school should have a choir and orchestra towards a more accessible, inclusive vision of extra-curricular provision where every school provides a range of opportunities that suit their particular cohort of students. They may include a choir or an orchestra, or they may not. And that’s ok.
Celebrate participation, not just excellence
One of the most encouraging aspects of the framework is its emphasis on celebrating participation and achievement. Too often, music celebrates only the highest-performing ensembles. The framework reminds us that taking part matters too.
Schools should communicate opportunities clearly to pupils and parents, recognise progress at every level and encourage reflection on what pupils have learned through their musical experiences. Success is not only measured by grades or polished performances; effort, confidence, resilience and teamwork deserve recognition too. Yes, there can and should be a place for excellence, but our main message should be that music is for everyone.
Listen to young people
The framework highlights pupil and student voice as a key feature of effective enrichment. We already know that music education is most effective when educators regularly ask young people what musical opportunities they would value. Their interests may challenge our assumptions, leading to new ensembles, different genres, collaborative projects or partnerships that make enrichment more relevant and engaging. When pupils help shape provision, participation is often stronger.
It’s important to remember that enrichment is something that is done for, not done to, young people. They spend enough time doing things they have to do as part of the curriculum, so it’s not going to ‘enrich’ their lives to be made to do more stuff they don’t want to do outside it!
Inclusion must be intentional
Accessibility is rightly given significant attention. High-quality music enrichment cannot simply be available in theory; it must be genuinely accessible to every child. That means considering financial barriers, transport, instrument availability, SEND provision, rehearsal times and the confidence of pupils who may never have participated before. An inclusive music programme is rarely created by accident. It requires thoughtful planning and continual review. We are fortunate to have a brilliant certificate programme on this subject led by world-leading expert Dr Phil Mullen, which you can check out here if you are interested!
Partnerships are more important than ever
The framework recognises the value of working with external partners, including arts organisations, musicians and community groups. However, successful partnerships should not be one-off workshops. The greatest impact comes when external expertise complements the school’s own vision and helps build sustainable musical opportunities over time. Fortunately our network of music hubs across England have been working in this way for over a decade now, so the music aspect of the framework delivery is set to be one of the strongest in this regard.
Demonstrating impact
Perhaps the biggest challenge for many providers will be the framework’s focus on outcomes and continuous improvement. Music educators have traditionally been very good at collecting photographs, footage, and positive feedback. Increasingly, we will also need to gather evidence that demonstrates impact.
Are more pupils participating? Has confidence increased? Are attendance, wellbeing or aspirations improving? Are pupils continuing with music beyond the activity itself? Answering these questions will help justify investment while enabling providers to refine and strengthen their work year after year. If this is something you might need support with, check out our Research and Development page.
Despite rolling it together with lots of other subject areas, the Enrichment Framework does not diminish the importance of music; if anything, it reinforces it. Music already delivers many of the experiences the framework seeks to promote: creativity, belonging, collaboration, cultural engagement and personal growth. The challenge now is not simply to continue providing excellent musical opportunities. It is to ensure those opportunities are strategically planned, inclusive, well-communicated, evidence-informed and developed in genuine partnership with schools and young people. Those who can demonstrate this will be well placed to support schools as enrichment becomes an increasingly important measure of educational quality.
Dr Liz Stafford, July 2026. Copyright © 2026 Music Education Solutions Limited. All Rights Reserved.
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