Spending
There’s continued discussions around teacher pay, teacher recruitment, (The DfE says 40,000 teachers quit the profession in 2023). Phillipson and co are now proposing 2.8% pay increase for 25-26. It is not yet clear if this is a real-terms pay increase or just the government mandating that more of the school’s finite resources should be put into teacher’s pay. Do not fear, we will just find “efficiencies” to magic up any shortfall. Unions argue that this does not address the recruitment crisis. More on the teacher’s pay here
Additionally, the Labour government's Children's Wellbeing and Schools Bill proposes a unified pay and conditions framework for all state-funded schools, including academies, introducing a national pay "floor" but no "ceiling." This news is a bit cheeky because academies already had no ceiling, the government are just aligning local authority schools to the same pay rules which academies benefit from. More on this here
All the while,
“73 per cent of staff in primary schools say supporting pupils who cannot afford the essentials is a challenge…one-third are providing a food bank.” TES.
This figure will certainly be mentioned in the government’s child poverty taskforce, due to report soon, which expected to recommend bigger interventions. Teaching unions responded to this by stressing the urgent need for real solutions, but perhaps falling on deaf ears.
After a ten year review, there is renewed criticism for the Pupil Equity Fund. Schools rely on the reactive Pupil Equity Fund for projects addressing attainment, but critics say it is a superficial, “reactive” approach which should remain, after significant reform.
Cost-of-Living Crisis and Child Poverty
The cost-of-living crisis continues to impact families, with reports of increasing child poverty and hunger (see below). Schools have observed more children arriving hungry and families relying on school-based food banks. The Joseph Rowntree Foundation reports that “one in three” children live in poverty, leading to calls for expanded free school meal programs and additional support during holidays. More on Joseph Rountree
Special Educational Needs and Disabilities (SEND) and Inclusion
This news hits close to home, mine and my wife’s local authority’s SEND system was recently investigated by Ofsted:
On a national level, SEND systems face challenges as there has been a rise in demand for Education, Health, and Care Plans (EHCPs). Critics argue that the current process is overly bureaucratic and lacks the promised multi-agency input. Proposals for reform include better teacher training, “ring-fenced” funding for early identification, and new avenues for parental redress. Some suspect the growth in EHCPs is more about systems and parental recourse than purely medical or demographic changes. Calls exist to reform EHCPs and shift to a more balanced approach with the Equality Act.
Regional Improvement for Standards and Excellence
Simultaneously, the DfE's Regional Improvement for Standards and Excellence (RISE) teams are targeting schools rated below "good" by Ofsted, though some express concerns that such interventions may focus too heavily on structural reorganisation rather than addressing deeper issues, including SEND provision.
I believe it’s too early to pass judgement on RISE. There are currently around 400 stuck schools that will receive intervention through the RISE programme, but more are expected to be added to the DfE’s list once Ofsted’s new report cards are up and running. We should see how they perform and judge them accordingly.
Assessment
Data shows private school students are disproportionately more likely to receive extra time in exams (42 per cent vs 27 per cent in state schools), prompting Ofqual to investigate. (Sincere apologies but this source is the Daily Mile.)
As every Year 6 teacher knows, extra time considerations are requested by and can be denied by the local government. Time costs money and private schools, in my anecdotal experience, are not always lower-workload than state schools, but they are willing to spend additional money on additional time to ensure that leaders fight for extra time for their students. State schools simply do not have the ability to add that workload to teachers.
Year 3 to Key Stage 1
Some leaders propose shifting Year 3 into key stage 1 to help with transition and continuity, but others worry it could lower expectations. In reality, this would not make a significant difference in any area other than one. Due to purely historic reasons, Year 6 (and therefore the school) are measured by changes in results from KS1 to KS2. Reducing the time between KS1 and KS2 would artificially improve those results. However, KS1 SATS were just abandoned and are now optional, therefore, there is not need to measure from KS1 to KS2.
“We’re wondering whether, in fact, a Year 3 child has a lot more in common with a Year 2 child than they have with a Year 6 child.” - This is a bizarre statement. Of course they do, they are the first KS2 year group. Following this, shall we wonder, “Does Year 4 have more in common with Year 3 than the Year 6? TES’s instagram
School Leadership and Improvement
There is a persistent call to strengthen teacher training with less bureaucracy and more focus on real classroom practice, including an urge to fully fund teacher training. - The National Association of School-Based Teacher Trainers
I am consistently disappointed with the ITT experiences which ECT’s have experienced. I am not just old and tired, some have planned very few lessons in their entire training and walk into schools asking for “The Scheme” For me, this began with the abolishment of the Skills Tests. I agree with David Hopkins who emphasises focusing on teaching quality (“the instructional core”) over purely structural solutions. TES
The government announced a three-year early years teacher apprenticeship and a new route for experienced staff, aiming to tackle workforce shortages and train more staff. Fe News. This is most likely to get more (Level 3) TA’s into teaching roles.
Bridget Phillipson - Education Secretary
Creator: Alice Hodgson / No 10 Downing St | Credit: Alice Hodgson / No 10 Downing St Copyright: Crown copyright. Licensed under the Open Government Licence
We moaned about Michael Gove until our faces turned as blue as his party’s tree, but how is Phillipson doing?
Wellbeing Over ‘Tunnel Vision’
We’re also seeing a pivot toward pupil wellbeing in official speeches. Education secretary Bridget Phillipson spoke in November 2024 about “the epidemic of school absence” and the need for a sense of belonging. She told The Guardian (6 Nov 2024, “Phillipson to ask schools to end exam ‘tunnel vision’…”):
November: “Exam results open important doors… but As alone do not set young people up for a healthy and happy life… wellbeing and belonging hold the key.”*
This new emphasis will be backed by a Children’s Wellbeing Bill, expected next year, to ensure schools embed mental health support and inclusive practice. The Guardian notes: “Phillipson’s speech… in the context of the wide-ranging curriculum and assessment review… as well as the government’s plans for a children’s wellbeing bill.” (Guardian, 6 Nov 2024).
Will assessments change?
Year 1 phonics test,
Year 4 multiplication tables check,
and Year 6 Key Stage 2 national curriculum tests
January: Bridget Phillipson has decided to go with Professor Becky Francis, who supports these assessments, rather than the unions. Is this movement towards an anti-union mindset? Not really, it is maintaining the status quo. However, perhaps we read too much into the November statements? They may have been more KS3+ focused, rather than primary. At the same time, if we are to review the curriculum, changing everything at once would probably be a bad move, at least, politically. I would love to sit down and ask what the long term goals are. Are the SATs here to stay forever or will they be adapted?
Lower the tone vs Lower your tone
Phillipson engaged in a contentious meeting with Katharine Birbalsingh, headteacher (and founder) of Michaela Community School, who has publicly criticised the government's proposed Children’s Wellbeing and Schools Bill.
Birbalsingh contends that the bill would undermine academy freedoms and has labelled Phillipson's approach as "Marxist." During their meeting, Phillipson reportedly asked Birbalsingh to "lower her tone" to facilitate a more constructive dialogue.
The United Kingdom is currently undertaking a comprehensive review of its National Curriculum, aiming to modernise and enhance the educational framework for students across the country. This initiative, led by Education Secretary Bridget Phillipson, seeks to address the evolving needs of society and better prepare students for future challenges.
England’s Curriculum and Assessment Review: What We Know So Far
It’s official: the government’s Curriculum and Assessment Review is under way, promising to shake up everything from Key Stage 1 phonics assessments to Key Stage 5 academic pathways.
A Mandate for ‘Evolution, Not Revolution’
In July 2024, the Department for Education launched an official review “spanning from Key Stage 1 through to Key Stage 5” (DfE press release, 19 July 2024), chaired by Professor Becky Francis. The plan is to “publish recommendations in 2025” and then implement any required legislation soon after.
Notably, the DfE wants to build on existing structures rather than tear it all up. “In recognition of the pressure schools and colleges are already under… the review will seek evolution not revolution.” (DfE press release, 19 July 2024). No changes overnight.
Regardless of the political spectrum, everyone has been talking about this: “Following the review, all state schools – including academies… will be required by law to teach the national curriculum up to age 16.” (DfE press release, 19 July 2024). This would end the freedom academies have had regarding curriculum design, with the DfE stressing the need for consistent standards. However, I have never heard of an academy using these freedoms so there will be no real logistical changes.
Crucially, the DfE is also targeting inequalities: “…in particular those who are socioeconomically disadvantaged, or with special educational needs or disabilities (SEND).” (DfE press release, 19 July 2024).
More than Just Core Subjects
A big theme in the public commentary so far is curriculum breadth. According to The Guardian (5 Aug 2024, “England’s curriculum review: what education experts want to see”),
“Experts say reducing the testing burden would help make space… for art and PE… The over-focus on academic subjects… is putting off a lot of young people.”
Some specialists are calling for a “decolonised” curriculum that highlights Black history and working-class contributions, emphasising that “This is a cross-curricula exercise that includes examples of pre-colonial ideas and events that shaped Britain… from the former colonies.” (Guardian, 5 Aug 2024).
When it comes to primary schools, certain experts want to step back from grammar technicalities – as one told the Guardian,
“There’s far too much teaching of things like ‘what is a fronted adverbial?’”
Could the curriculum involve mandatory technology? - Edtech, AI, and Oak National Academy
Many see the looming changes as a chance to modernise how we teach. TechUK explained that
“EdTech solutions… are well positioned to help accelerate teacher training needs… reduce the costs… particularly in design & technology.” (techUK, 5 Aug 2024).
One idea is to “repurpose Oak National Academy to be a new ‘light touch BECTA’” providing digital resources and guidance (techUK, 5 Aug 2024). BECTA, of course, was the UK’s education technology agency until 2011, and some in the sector argue it’s time to bring back that kind of support.
Criticism for the unknown:
Not everyone’s cheering. Toby Young, writing in The Times on 23 Dec 2024, says:
“The government has set about reversing the education reforms carried out by its predecessors… surprising given that these reforms… have been such a success.”
He accuses the new approach of watering down standards, whereas the government itself claims “Where previous governments have had tunnel vision, we will widen our ambition.” (Guardian, 6 Nov 2024).
However, it is very difficult to criticise a black box, but Toby Young is doing a good job regardless.
Timelines: Call for Evidence and Legislation
“The views of experts, parents, teachers… pivotal… a call for evidence will be launched in September… recommendations in 2025.”
And yes, we’re bracing for new legislation. As the same press release states:
“This was confirmed in the King’s Speech… the government will introduce a children’s wellbeing bill in the next year to legislate.”
From Phonics to “Fluent by Primary”: The DfE’s £2M Reading and Writing Boost
It is an open secret that Writing in the UK is not as easy to teach as Phonics or Maths. Maths has gone through huge Mastery progress and the Reading Framework clarified exactly how to teach reading fluency. Writing? The water is very muddy indeed. There’s schemes-a-plenty and they are not similar to each other, yet they are all “research-led”, conflicting research it seems. The government plans to clarify this.
The Government’s Position
The DfE underscores the “success of phonics,” pledging to build on this foundation with a new initiative aiming to “articulate a common approach to teaching writing rooted in evidence and good practice.” (DfE press release, 5 Feb 2025)
In the words of Education Secretary Bridget Phillipson:
“Reading and writing are the cornerstones of learning... now is the time to take that work to another level.
…no child should leave school without a strong grasp of the basics.”
(DfE press release, 5 Feb 2025)
She specifically references how “over half” of disadvantaged pupils leave primary school lacking essential skills. To tackle that, the plan includes extra teacher training, a fresh secondary-school reading framework, and £1 million in direct support for the schools most in need.
The £2 Million: ‘22p per Pupil’?
Freddie Whittaker of Schools Week notes that £2 million, spread across England’s school-aged population, “equates to around 22p for each pupil in the country.” (Schools Week) That figure has triggered mixed feelings among school leaders: some say it’s a welcome injection of cash, others point out it’s a drop in the ocean compared to actual literacy funding needs.
Jasmine Norden from Tes describes the government’s fresh framework as “a first step to support schools in delivering high-quality writing provision across England.” (Tes)
Educators React: ‘New Deckchairs’ or New Direction?
Not everyone is sold. Headteacher Michael Tidd exasperatedly tweeted:
“Oh for goodness sake… We’re in the midst of a curriculum review; why are they adding new deckchairs?” (Twitter)
That cynicism reflects a broader frustration: with multiple overlapping reforms—phonics guidelines, general curriculum review, teacher CPD—some leaders feel the DfE is complicating rather than clarifying.
Similarly, The Writing For Pleasure Centre took a rather stark view. Their critique:
“Recommendations could lead to the most reluctant, listless and unmotivated writers for a generation.”
(Writing For Pleasure Centre)
Specifics
Extra Phonics & Literacy Training: Delivered primarily through the English Hubs programme.
Support for Secondary Readers: A new wave of teacher training plus £1 million for the most struggling schools to purchase reading programs.
Writing Framework: Arriving “in the summer,” with the DfE calling it a “first step to support schools in delivering high-quality writing provision.”
This writing framework also dovetails with the ongoing Curriculum Review, launched last July. As the DfE puts it:
“The curriculum review… will make sure all pupils benefit from a curriculum that delivers excellent foundations in reading, writing and maths.”
(DfE press release, 5 Feb 2025)
It would be bizarre if the Curriculum Review conflicted with the Writing Framework but it does seem…messy. Also “In the summer” is quite a short time-frame for an in-depth review. Time will tell.
What can we expect from the new national curriculum? Is BP doing a good job?