Jess Brown-Fuller

I am glad that the hon. Member is the first person in the room to raise STEAM. Adding arts to the STEM subjects is such an important and viable way of opening up the curriculum. When I visit private schools in my constituency, their arts departments are flourishing. An article in The Times in November found that nearly half of all film and television directors nominated for British Academy of Film and Television Arts awards were educated at independent schools, and one in six was educated at Oxford or Cambridge. That highlights the stark class inequalities in access to the creative industries, which will worsen if the trend of de-prioritising arts education in state schools and colleges continues. I will not ask hon. Members to take my word for it. Earlier this week, I spoke to Hugh Bonneville—yes, I am willing to name-drop my friend—who wrote in his book “Playing Under the Piano” about a school he visited in 2019: a newly built academy that taught around 2,000 students. It was an impressive school, but it had no music provision, no choir, no band, and no studio space for drama or dance. The students who were working on scenes from “Romeo and Juliet” had pushed the bookshelves to one side in a corner of the library to create a rehearsal space. As Hugh wrote: “How on earth is the next generation of those who drive the multi-billion pound entertainment and creative industries to be discovered, or even to take part?” The current structure of the English baccalaureate is opposed by teachers, education experts, trade unions, artists and the creative sector. Perhaps more importantly, a survey by the Cultural Learning Alliance concluded that one of the advantages of arts-based studies is stronger educational attainment generally, and there are well-acknowledged connections between participation in the performing arts and stronger self-motivation, as well as improved physical and mental wellbeing and the development of inner resilience. Any organisation or charity currently working to support young people can describe the acute mental health crisis that our young people face. One example is the Young People’s Shop, a charity operating in Chichester that, alongside its counselling service, runs arts-based group sessions, recognising the link between mental health and creative expression. The Liberal Democrats have long called for a mental health professional in every school and I applaud that. Given the connection I have laid out, I strongly advocate working closely with creative arts provision in schools as an outlet for expression and stress relief. I take this opportunity to acknowledge the role that outside organisations play in giving our young people a creative education. Some of my happiest memories are of evenings spent at my local amateur dramatic society rehearsing for the upcoming panto, and Thursday evenings throughout the year with my friends at Chichester Festival Youth Theatre. I pay tribute to organisations such as Chichester Festival Theatre, which has one of the most ambitious youth theatres in the country. It acknowledged that its youth theatre was not reaching as well as it could the communities that would benefit from access, so it created seven satellite youth theatres across West Sussex to ensure that each of those communities has access to top-quality education, classes for students with additional needs, and theatre-based courses for school refusers and those out of mainstream education. CFT even launched a technical youth theatre for young people more interested in the workings of the backstage than the front stage. I recognise how lucky we in Chichester are to have a theatre, such as CFT, that puts learning and participation at the core of everything it does, but I want every child in this country to have the opportunity afforded to my constituents.