The DfE Enrichment Framework: A Once-in-a-Generation Opportunity for Drama Education

The Department for Education's new Enrichment Framework for Schools and Colleges, published in June 2026, marks a significant shift in how education values young people's experiences beyond the classroom. For the first time, schools and colleges have a national framework to support the planning, delivery and evaluation of enrichment opportunities, recognising that education is about much more than examination results.

For the drama and theatre education community, this represents a major opportunity.

The framework acknowledges that high-quality enrichment plays a vital role in supporting personal development, wellbeing, belonging, confidence, communication and preparedness for adulthood. These are precisely the outcomes that drama education and live theatre experiences have been delivering for generations.

Why Enrichment Matters

The DfE framework is built on a simple but powerful principle: every young person should have access to enriching experiences, regardless of background or circumstance. It encourages schools to offer activities that develop character, skills, wellbeing and aspiration alongside academic achievement.

Research consistently demonstrates that participation in drama and theatre can have a profound impact on young people's development:

• Improved confidence and self-esteem

• Stronger communication and presentation skills

• Enhanced empathy and emotional understanding

• Greater resilience and problem-solving abilities

• Increased engagement with learning and school life

These are precisely the kinds of outcomes the Enrichment Framework seeks to promote. Drama is not simply an enrichment activity; it is one of the most powerful vehicles available for delivering the framework's ambitions.

The Eight Enrichment Benchmarks and Drama Education

The framework introduces eight benchmarks designed to help schools evaluate and strengthen their enrichment offer.

1. A Strategically Aligned Enrichment Offer

Schools are encouraged to connect enrichment activities to wider educational priorities, including wellbeing, attendance, careers education, behaviour and personal development.

Drama naturally supports all of these objectives. Whether through curriculum drama, extra-curricular productions, theatre visits or artist-led workshops, schools can use drama as a strategic tool for developing confident, engaged learners.

2. A Broad and Well-Rounded Enrichment Offer

The framework emphasises that students should have access to a diverse range of activities and experiences.

Theatre provides a uniquely interdisciplinary experience that combines creativity, literacy, history, culture, teamwork and critical thinking. A single theatre visit can support learning across multiple curriculum areas while creating memorable, life-changing experiences.

3. A Well-Communicated Offer

Schools are encouraged to celebrate participation and communicate opportunities clearly to pupils and families.

School productions, showcases, rehearsed readings and performances provide highly visible opportunities to celebrate student achievement and engage parents and communities.

4. An Offer Shaped by the School Community

The framework recognises the importance of pupil voice and community input in designing enrichment.

Drama thrives on collaboration. Student-led productions, devising projects and youth theatre programmes give young people genuine ownership over their learning and creative experiences.

5. An Accessible and Engaging Offer

The framework stresses that enrichment opportunities should be inclusive and accessible to all learners.

Drama can be among the most inclusive activities a school offers. Young people who may struggle in traditional academic environments often find their voice, confidence and sense of belonging through performance and creative expression.

6. An Offer That Works in Partnership

Schools are encouraged to collaborate with external organisations and cultural partners.

This presents exciting opportunities for theatres, arts organisations and cultural institutions to work more closely with schools. Partnerships with local theatres, touring companies and specialist workshop providers can help schools deliver high-quality enrichment experiences that might otherwise be beyond their reach.

7. An Outcomes-Focused Offer

The framework encourages schools to understand and measure the impact of enrichment on young people.

Drama education has a strong evidence base demonstrating its benefits for communication, collaboration, creativity and wellbeing. Schools can use participation rates, student voice, engagement measures and reflective practice to capture the impact of theatre-based enrichment.

8. A Continually Improving Offer

Schools are encouraged to evaluate, reflect upon and strengthen their provision over time.

Drama teachers understand the value of reflection better than most. Reviewing productions, gathering student feedback and developing new partnerships all contribute to an evolving and improving enrichment offer.

Putting the Framework into Practice

The DTEA believes that drama and theatre should be central—not peripheral—to schools' enrichment strategies.

Schools seeking to strengthen their enrichment offer could:

• Provide opportunities for every pupil to attend at least one live theatre performance each year.

• Develop sustainable partnerships with local theatres and cultural organisations.

• Ensure access to drama clubs, productions and creative projects for all students.

• Use drama techniques to support wellbeing, oracy and personal development.

• Celebrate participation and achievement alongside academic success.

• Embed creativity across enrichment planning, rather than treating it as an optional extra.

  
  

A Call to Action

The publication of the Enrichment Framework represents welcome recognition that education is about developing the whole child. The challenge now is ensuring that schools are supported to deliver this vision.

Drama education and live theatre are uniquely placed to help schools meet the aspirations set out by the framework. They foster confidence, creativity, belonging, communication and cultural understanding—qualities that young people will need throughout their lives and careers.

As schools begin reviewing their provision against the new benchmarks, the DTEA urges education leaders, policymakers and cultural organisations to recognise drama not simply as one enrichment option among many, but as a powerful catalyst for achieving the framework's wider ambitions.

If every child is to benefit from meaningful enrichment, then every child deserves access to the transformative power of drama and live theatre.

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Reference:

Government's Enrichment Framework: https://www.gov.uk/government/publications/the-enrichment-framework-for-schools-and-colleges

Government's Enrichment Benchmarks: https://www.gov.uk/government/publications/the-enrichment-framework-for-schools-and-colleges/enrichment-benchmarks

Articles:

GovernorHub: https://schoolgovernors.thekeysupport.com/curriculum-and-pupils/curriculum/school-curriculum/dfe-publishes-new-enrichment-framework-and-benchmarks-summary/