This research project investigates the ongoing decline in attainment, engagement and provision of music education in England. Building upon recent findings by Gardiner (2024) and Whittaker (2021) concerning the reduction in A-Level Music uptake, this study broadens the scope by analysing national data sets to provide a more comprehensive understanding of the current state of advanced music education within English state schools across all local authorities. Using Department for Education statistics from the past five years, the study evaluates possible ‘health’ indicators including: the number of schools offering A-Level Music; entry levels and thresholds in relation to wider A-Level cohorts; the presence and uptake of alternative KS5 music qualifications (e.g. BTEC Level 3); GCSE-to-A-Level progression rates; attainment in instrumental music grades; and broader socio-economic variables. This multifaceted approach enables a robust mapping—both quantitative and geographical—of music education's sustainability and reach.Preliminary findings highlight ever increasing regional disparities, with provision and participation echoing socio-economic deprivation and broader educational inequality. Certain areas emerge as 'cold spots' and are presented as case-studies highlighting how access to advanced music study has virtually disappeared within those regions. The project frames these trends within the wider ecology of secondary and post-16 education, interrogating how funding priorities, accountability measures and curriculum reform have impacted upon music’s place in the educational landscape. By visualising and analysing these trends, the research aims to inform policymakers, educators and stakeholders of the urgent need to address systemic barriers and to reimagine sustainable, inclusive models of music education for the future. This is a vital step to ensure equitable progression routes for all aspiring young musicians.