Data released last week by the Department for Education on entry numbers for GCSEs and A levels painted a depressing picture for those with even a passing interest in the arts.

For example, it revealed that performing arts A-level entries were down by almost one-fifth (19 per cent), from 1,175 in 2022 to 955 this summer, and down 12 per cent on the 2019 figure.

Meanwhile, music and drama A-level entries both fell by 7 per cent year-on-year. Other notable figures for arts subjects included:

• At GCSE, entries for performing arts fell by 16 per cent on 2022 and 26 per cent on 2019.
• Music and drama GCSE entries are down by 14 per cent on 2019, with music seeing a 12 per cent fall year-on-year and drama a 7 per cent fall year-on-year.
• Entries for art and design subjects are down 3 per cent year-on-year for both A levels and GCSEs.

For a nation that just celebrated the coronation of King Charles III with performances by numerous British artists - many of whom will no doubt have had their first introduction to the arts at schools - this is a strange and unhappy state of affairs.

GCSEs and A levels: Falling entries for arts subjects

It is all the more surprising when you consider that we have a National Plan for Music Education -  the second version of which was published in June 2022 - and music is the only subject to have a model curriculum.

Clearly the government recognises the value of the arts, and this is to be welcomed.

Yet the lack of any arts subjects in the English Baccalaureate also suggests that for schools under pressure to hit this requirement, a focus on the art subjects could easily wane. Sadly, we know that disadvantaged pupils are most likely to miss out on the arts, so the decline in these subjects will likely hurt them the most.

Yet the value of the arts in schools has been made clear by numerous reports, such as ongoing evidence documented by the Cultural Learning Alliance or the recently published Arts in Schools report.

Of course, there is much good work taking place in and beyond schools, with organisations enabling exciting and innovative experiences for children, while rising interest in vocational qualifications - something that my own trust is exploring - is also positive.

But as the data above shows, there is more work to be done to try and turn this situation around.

What can we do?

• Regardless of accountability measures, schools and trusts play a vital role in enabling a rich education for every child. We know the arts are a vital component of that. Schools and trusts can look to the non-statutory guidance of the National Plan for Music Education, and in time to the National Plan for Cultural Education, for advice on what a provision might look like. But a strong provision at key stage 3 (and below) is essential to build the confidence to opt for the arts at KS4 and beyond.
   
• Schools should think deeply about any restrictions they place on arts subjects being able to run. Are they reasonable and in line with what we know from data? Numbers are low for the arts.
   
• Setting a minimum number for a class that is vastly larger than the national average seems inappropriate. Trusts might have a role to play in enabling arts subjects to run across a family of schools where on an individual basis this could be challenging.
   
• We have an array of qualifications on offer in the arts. Schools and their arts leaders should consider what options best fit their students.

• How we communicate with our families about the subjects we offer tells them what we value: if we divide subjects up into different categories (‘core’, for example), are we telling our families that we value all of these subjects or suggesting that some are less important than others?
   
• Through the professions and future training opportunities we share in our schools, do we champion a range of creative professions and practitioners? Can we show our students that there are rich opportunities to pursue creative subjects through school and beyond?
   
• In our arts classrooms, our approach to assessment will either give students the confidence to continue their studies to KS4 and beyond or they might not feel confident to opt for a subject where they are uncertain of their potential.
   
• We need to lose any language of some students being “musicians”, “artists” or “creative”; all have the potential to take an arts subject at KS4 and beyond without restriction.
   
• Trusts have a role to play in brokering collaborations and partnerships that can enrich the artistic experience in an individual school; working as a family of schools, we can amplify the value of the arts and creative endeavour to our families and colleagues.

There is no doubt that enabling access to the arts throughout school life brings benefits that we would be foolish to ignore.

While the continued decline is unlikely to change in the short term, we can think long term how we ensure that the arts are offered throughout school to deliver a truly holistic education that provides opportunities for all to study and enjoy the arts.

Dr Steven Berryman is director of creativity, music and culture at the Charter Schools Educational Trust and president-elect of the Chartered College of Teaching. He tweets @Steven_Berryman