The Cultural Learning Alliance 2026 Report Card was launched at a parliamentary event, 13 May 2026, and published 14 May. The report contains highly comprehensive analysis of the state of expressive arts subjects, both holistically (for Art and design; Dance drama and Music, and respectively, for each subject.
The report cites five Indicators 1: GCSE entries for Arts subjects; Indicator 2: A Level entries for Arts subjects and progression to Higher Education for Creative, Arts and Design subjects; Indicator 3: Number of Arts teachers and hours of Arts subjects taught; Indicator 4: Arts teacher recruitment and retention; Indicator 5: The ‘Arts entitlement gap’ and the ‘Arts enrichment gap’
For art and design the report confirms:
- Art & Design remains one of the more accessible arts GCSE subjects
Among pupils with SEND, Art & Design was one of the few arts GCSE subjects where participation was not lower than average. - Most primary schools still have an Art & Design lead
The report found that 89% of primary schools have a named Art & Design subject lead — much higher than Drama or Dance leadership. - There were some signs of improvement in teacher recruitment
The report noted “welcome increases” in Initial Teacher Training applications for arts subjects between 2023/24 and 2024/25, even though longer-term trends remain difficult.
However, the report addresses an ‘Arts Entitlement Gap’ (curriculum) and 'Enrichment Gap' beyond the curriculum:
- Arts provision is unequal between rich and poor areas
The report repeatedly highlighted an “Arts entitlement gap.” Pupils in more deprived areas are much less likely to study arts subjects. - Arts teaching time in primary schools is falling
28% of primary teachers said arts teaching hours had reduced in the previous two years. Around one in four primary teachers reported teaching less than one hour of arts per week. - State schools have far less arts time than independent schools
Only 6% of state primary teachers reported more than 2.5 hours of arts teaching weekly, compared with 47% in independent schools. - More arts teachers lack specialist qualifications
The report found that nearly 23% of expressive arts teachers now have no subject-relevant qualification beyond A Level.
Art & Design showed one of the sharpest increases, rising by 9% in a single year. - Many schools have little or no cultural partnership support
43% of primary teachers said their school worked with no external cultural organisations or artists to deliver arts education. - Year 11 pupils eligible for free school meals (FSM) are under-represented in all Arts GCSE subjects, while pupils eligible for free school meals are over-represented in entries for every Arts Level 2 vocational qualifications. Dance has the lowest participation rate for FSM-eligible pupils at GCSE, and Art & Design has the highest.
- The acceptance rate for Black and Asian applicants to art and design ITE routes for art and design is below the average rate across all secondary subjects.
Speaking at the launch of the report, Michele Gregson, general secretary of NSEAD, said:
Art and design stands out in may ways, with a relatively stable position, which we should celebrate. But we can’t say every single subject is thriving when the picture of the expressive arts ecology remains bleak. The data for art and design raises questions about what hides beneath a veneer of good health. Whilst the CARR did not acknowledge the significant reduction in time, and that this is an increasing barrier to engagement. The volume of work and ever decreasing time-tabled hours makes art and design increasingly unattractive.
The report card highlights that students identified as SEND are very well represented. Equally the system and time required to engage - works to exclude swathes of students - this is not progress or stability.
Who is being excluded is the urgent question with this data. We should not be surprised that Black and Asian students are underrepresented in art and design, given what the Visualise report revealed about representation in the curriculum. And it is no surprise that this lack of representation tracks through to the creative industries, and of course the education workforce.
But we should be surprised at the shocking gap between ITT acceptance rates for Black and Asian applicants and those with white heritage backgrounds. 19.7% v 51%. This raises serious questions for art and design recruitment.and what this means for classrooms across the UK.