Monthly Archives: August 2025

31/08/2025
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Authentic Leadership, Children, Education, Leadership

Party Fears Two: The UK’s Crisis of Connection

There was always going to be a point where the dual blogs would find a beautiful intersection. This is a piece that started for ‘The Authentic Leader’, and then changed. Initially published on ‘The Centre Cannot Hold’, I offer it to a different audience here.

You can find https://thecentrecannothold1.wordpress.com/ here.

In 2025, the United Kingdom is grappling with a profound and multifaceted sense of alienation, a feeling of being disconnected from one’s community, institutions, and even one’s own potential. This disassociation is not a singular phenomenon but rather a tangled web of socio-economic and political forces that manifest across three seemingly distinct domains: the classroom, the concert hall, and the political arena. By examining the education crisis, the artistic legacy of Billy Mackenzie, and the weaponisation of misinformation in political debate, a clear picture emerges of a nation grappling with a collective sense of profound disconnection.

An Analysis of the Interplay between Parental Engagement, Student Conduct, and Socioeconomic Disadvantage in the UK Education System

The UK’s education system is currently facing a significant challenge characterized by a reported behaviour and attendance crisis. This issue has moved to the forefront of political and public discourse, with government officials, including the Education Secretary, calling for a united effort involving parents, carers, and schools to get children, “at their desks and ready to learn”. While the government’s “Plan for Change” and other policy initiatives are framed as a direct response to this perceived crisis, this report deconstructs the complex and often misunderstood relationship between parental involvement, student behaviour, and social class in the UK. It moves beyond a simplistic narrative of individual responsibility to examine the deep-seated, structural factors that shape these dynamics.

The public narrative places the onus on schools and parents, yet it conveniently overlooks the systemic barriers that prevent genuine parental engagement. For many disadvantaged families, the psychological, financial, and time constraints of poverty create a profound disconnect from the school system. Parents with inflexible jobs or who are themselves products of a difficult school experience often feel like outsiders, unable to navigate the “daunting” institutional environment. This sense of alienation from the education system is then passed down to their children, who, as a result, are nearly six times more likely to be excluded. The consequence is a cycle of academic failure and social exclusion, where a child’s background becomes a self-fulfilling prophecy of being left behind. In this sense, the classroom is not a place of connection and opportunity, but a field of systemic disengagement, mirroring broader societal inequalities.

This sense of disassociation and being fundamentally misunderstood is powerfully reflected in the tragic life and art of Billy Mackenzie. His hit song, “Party Fears Two,” is a masterful exploration of feeling like an imposter, a feeling of being in a room where one does not belong. The song’s beautiful, commercially successful veneer belied a deep personal struggle with anxiety and a profound aversion to the very fame it brought him. Mackenzie’s self-destructive refusal to embrace a world tour was the ultimate act of alienation—a conscious choice to reject the very system he had successfully infiltrated. His story serves as a poignant artistic mirror to a wider, national sentiment of being an outsider. In a society that often promises success and inclusion through conformity, his is a powerful example of the deep psychological cost of pretending to fit in, and the alienation that can result when one’s inner reality clashes with their public persona.

“The party fears are going to get you” From an early age, Billy Mackenzie was an outsider. Growing up in Dundee, his flamboyant style and unique vocal talent made him stand out but also made him a target. He was a flamboyant artist in a city known for its industrial grit. The “party fears” in his lyrics were not just abstract anxieties; they were a direct reflection of a deep-seated fear of social conformity and an intuitive understanding that true individuality would always be at odds with the mainstream. His artistic process itself was an act of alienation—he often worked in a hermetically sealed creative bubble, eschewing commercial advice and producing music on his own terms. This deliberate creative isolation was a protective measure, a way of ensuring his artistic vision was never compromised by the very “wolves” he would later sing about.

“I’ll buy you a drink, and then I’ll leave you for the wolves” This lyric captures the paradox of Mackenzie’s relationship with the music industry and fame. The drink is the temporary comfort of success, the brief moment of commercial validation. However, the “wolves” represent the insatiable demands of the industry—the relentless touring, the invasive media, and the pressure to conform to a pre-packaged public persona. For Mackenzie, this was a form of psychological predation that he couldn’t bear. His refusal to tour the United States after the success of “Party Fears Two” was not an act of professional incompetence but a radical statement of self-preservation, a rejection of the very system that had granted him a taste of success. He preferred to be an outsider rather than be consumed by a world that felt fundamentally inauthentic.

“I am not the one who knows you” This final line is perhaps the most devastatingly honest. It speaks to the ultimate alienation—the disconnect from oneself that comes from living an inauthentic life. It’s the moment of recognition that the person you present to the world is not who you are, a feeling of being a stranger to your own identity. For Mackenzie, who wrestled with depression and anxiety throughout his life, this lyric captures the tragic essence of his story. His art gave him a platform to be seen, but he felt unseen and unknown by the very people who celebrated him. His life, and his tragic death, is a powerful reminder that while we can connect through art, we still must do the work of connecting with each other and with ourselves to combat the corrosive effects of alienation.

Political discourse in the UK has become a primary engine of collective alienation. Political figures like Nigel Farage, through the cynical weaponisation of misinformation, actively work to sever citizens’ trust in their own institutions. By taking complex legal and political events and reframing them as personal betrayals by a faceless elite, they alienate citizens from the very systems designed to serve them. This tactic creates an environment where patriotism is no longer about a shared love of country, but a tribal loyalty test based on a hatred of “the other.” The result is a toxic form of political alienation where facts are irrelevant, institutions are illegitimate, and civil discourse is impossible. In this environment, citizens are forced to retreat from public life, further isolating themselves and losing faith in the very concept of a shared national identity.

Weaponisation of Legal Cases The cynical use of legal and political events is a key component of this alienation. A figure like Nigel Farage, for example, can seize upon a ruling from the European Court of Human Rights on the Rwanda policy. He can then deliberately misrepresent the details, framing the court as an unaccountable foreign power actively working against the British people. This is a deliberate and repeated manipulation that takes a grain of legitimate concern, wraps it in false claims, and points the finger at a convenient scapegoat. His past actions, like the £350 million bus claim for the NHS or the misinformation about EU army conscription, follow the same pattern. It is a calculated strategy to sow distrust and make people feel that their country is under siege by unseen and malicious forces.

Patriotism as Performance, Not Principle What makes this tactic particularly insidious is how it’s wrapped in a veneer of patriotism. This performative brand of nationalism is a weapon of choice for many authoritarian populists. It repackages complex policy questions as tribal loyalty tests, insisting that being patriotic means believing a politician’s lies. In this distorted view, respecting facts and the rule of law is reframed as an elite betrayal. The irony is that this manufactured narrative of betrayal is the real betrayal. When political leaders spread false information about the very institutions that protect our rights, they are attacking the foundations of democratic governance. They are teaching people to distrust the systems designed to serve them, turning patriotism from a love of country into a hatred of one’s neighbours’.

This is a mindset that manifests in tangible, public ways, perhaps most visibly in the proliferation of St. George’s flags. What was once a symbol of national pride during international sporting events is now being co-opted and stripped of its context, painted on roundabouts, or hung from windows, often in a way that feels more like a territorial marker than a unifying emblem. Similarly, The Associates’ defiant cover of David Bowie’s “Boys Keep Swinging” serves as a powerful artistic counterpoint to this. Bowie’s original was a joyful, flamboyant embrace of queer identity and self-expression. The Associates, led by the equally theatrical Billy Mackenzie, re-interpreted the song with a stark, unsettling beauty. The cover wasn’t just a tribute; it was a reassertion of the very individuality that the new, jingoistic patriotism seeks to erase. It stands in direct opposition to the simplistic, one-dimensional identity of flags on roundabouts, reminding us that true British culture is complex, rebellious, and deeply personal, not a flag to be waved in tribal displays of feigned unity.

Ultimately, the UK in 2025 is defined by a crisis of connection. From the classroom where children are left behind, to the world of art where success leads to retreat, and to the political sphere where citizens are deliberately pitted against one another, a deep sense of alienation permeates modern British life. The education crisis reveals a socio-economic alienation, the story of Billy Mackenzie highlights a psychological and artistic alienation, and the state of political discourse exposes a civic alienation. Recognizing these interconnected forms is the first step toward addressing the profound sense of disconnection that threatens to pull the nation apart.

A Checklist for a More Connected UK in 2026

As we move into 2026, here is a checklist of actionable steps that society can take to make things better for all citizens of the UK and combat the crisis of alienation, framed by a new set of guiding principles.

Elevate Intentionality

  • Implement targeted, home-based support programs for disadvantaged parents to help them actively engage in their children’s learning.
  • Prioritise funding for school mental health services to address the underlying causes of behavioural issues and provide support for both students and families.
  • Encourage schools to use clear, jargon-free communication and build stronger, more personal relationships with parents.
  • Advocate for stronger media literacy education in schools to equip citizens with the tools to identify and resist misinformation.

Combat Complacency

  • Invest in community transport and public spaces to combat social and physical isolation, particularly for older citizens and those in rural areas.
  • Support and amplify organisations dedicated to promoting civil and empathetic political discourse, such as Compassion in Politics.
  • Promote local community initiatives that encourage face-to-face interaction and build a sense of shared purpose and identity beyond online echo chambers.

Champion Growth

  • Prioritise funding for school mental health services to address the underlying causes of behavioural issues and provide support for both students and families.
  • Support arts and cultural programs that celebrate diversity and provide platforms for genuine human expression, offering alternatives to the commercialized and isolating aspects of mainstream culture.
  • Encourage intergenerational projects that bring different age groups together to share skills and experiences, fostering a greater sense of connection and mutual understanding.

Create Deeper Connections

  • Encourage schools to build stronger, more personal relationships with parents.
  • Promote local community initiatives that encourage face-to-face interaction and build a sense of shared purpose and identity beyond online echo chambers.
  • Encourage intergenerational projects that bring different age groups together to share skills and experiences, fostering a greater sense of connection and mutual understanding.
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30/08/2025
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Authentic Leadership, Education, Leadership, National Curriculum

Jacob’s Ladder – the climb into 2026.

Foreword: The Path of Jacob’s Ladder

The final weekend of the school holiday is always a time of transition, often packed with the last-minute preparations for the new academic year. To find a moment of calm before the new term’s demands began, my family and I escaped to Wales, where the sea—which we treat as a family friend—offers a sense of peace and perspective. This is me making a concerted effort to be more ‘Lyme Regis’.

Our journey took us to the Devil’s Bridge, just outside Aberystwyth, where we decided to walk the path known as Jacob’s Ladder. Beyond its spiritual meaning, Jacob’s Ladder is also a real place—a famous flight of slate steps at Devil’s Bridge Falls (Pontarfynach). The steps descend into a deep gorge and then climb back up, visually echoing the biblical ladder connecting Earth and heaven. This challenging walk is a key part of a circular nature trail that offers stunning views of the waterfalls and the famous “Three Bridges”.

In ancient scripture, Jacob’s Ladder is a powerful symbol of a direct path between the earthly and the divine, with angels ascending and descending between realms. It’s also a captivating physics experiment where a shimmering electrical arc climbs and re-forms in a relentless, cyclical ascent. Both of these images—the biblical promise and the cyclical physical climb—are fitting symbols for a school leader’s work. The descent into the gorge can be likened to the complex financial pressures and intricate new compliance regulations that must be meticulously managed. The demanding climb back up represents the work of upholding educational standards, fostering pupil well-being, and leading a school community through significant change.

Ultimately, the significance of the name “Jacob’s Ladder” lies in this duality. It is both a spiritual metaphor for a divine connection and a scientific term for a physical phenomenon that, by a remarkable visual coincidence, embodies that very same upward motion. This briefing is designed to be your guide for this ascent. It synthesises the critical policy shifts and regulatory updates to provide a clear, actionable roadmap, ensuring you’re equipped not only to meet the challenges of the coming months but to lead your school confidently towards a new, more nuanced vision of success.

Critical Need to Knows

The 2025/26 academic year represents a period of profound transformation for the education sector, driven by a series of interconnected policy shifts in funding, accountability, and statutory guidance. For school leaders, the imperative is to move beyond a reactive stance and adopt a proactive, holistic strategy.

The headline figures for funding increases can be misleading, concealing a more complex financial reality shaped by the consolidation of grants. Similarly, the accountability landscape is being fundamentally reshaped with a new Ofsted inspection framework that moves away from a single, high-stakes judgement to a more nuanced, multi-dimensional assessment.

Simultaneously, updates to statutory safeguarding and curriculum guidance signal a heightened government focus on emerging risks, particularly in the online domain and in relation to pupil attendance.

The most critical points for school leaders to address immediately are:

  • Funding is Tighter Than it Appears: The headline increase in per-pupil funding largely represents the formalisation of previous pay and pension grants, meaning the net injection of new money is modest.
  • Accountability is Being Reshaped: The new Ofsted report card system fundamentally alters how a school’s performance is judged, shifting the focus from a single grade to a multi-faceted evaluation of up to 11 key areas.
  • Safeguarding Remains a Strategic Priority: Updates to statutory guidance, particularly Keeping Children Safe in Education (KCSIE), signal a heightened government focus on emerging risks, including online harms and the critical link between attendance and safeguarding.

Part I: Financial and Strategic Planning

The National Funding Formula (NFF) 2025/26: A Deeper Dive

Per-Pupil Funding & Grant Consolidation

The Department for Education has allocated an additional £2.3 billion to the core schools’ budget for the 2025/26 financial year. This investment translates to an average per-pupil funding increase of 2.23% for mainstream schools. The total Dedicated Schools Grant (DSG) schools block for this period is £48.7 billion, with average per-pupil funding projected at £6,466, a 2.15% increase compared to the previous year.

However, a close examination of the NFF reveals that this headline figure is not a measure of new money but rather a restatement and re-packaging of existing funds.  A significant portion of the increase, specifically 1.28%, is allocated to ensure the continuation of funding for the 2024 teachers’ and support staff pay awards. Furthermore, a number of historic grants, including the Teachers’ Pay Additional Grant (TPAG), the Teachers’ Pension Employer Contribution Grant (TPECG), and the Core Schools Budget Grant (CSBG), are being rolled into the NFF.

Minimum Funding Guarantee (MFG) & Funding Floor

The changes to the Minimum Funding Guarantee (MFG) and the funding floor create a complex new reality for budget forecasting. For 2025/26, local authorities have the flexibility to set the MFG between minus 0.5% and 0% per pupil. This represents a shift from the previous year’s range of 0% to 0.5% and could allow some schools to experience a modest per-pupil funding reduction, even as the NFF average increases.

A specific change in the regulations for 2025/26 is the exclusion of funding allocated for split-sites premises and Private Finance Initiative (PFI) premises costs from the MFG calculation. This separates these high-cost, historically based factors from core pupil-led funding protection. It means a school’s PFI costs could change without being covered by the MFG, introducing a new line item for financial risk assessment.

High Needs and Early Years Funding

The high needs budget will see a significant increase of almost £1 billion, bringing the total funding to £11.9 billion for 2025/26. This represents a substantial increase of over 9% compared to the 2024/25 baseline and suggests a strategic response to the growing national crisis in special educational needs and disability (SEND) provision.

For Post-16 education, the national funding rate for students aged 16 and 17 has been increased to £5,105, with other funding bands increased proportionately. A key policy shift is the removal of the “under-delivery tolerance” for T Levels from the 2025/26 academic year. This means that any under-delivery in student recruitment is now subject to financial recovery as part of the T Level reconciliation process. This signals a maturation of the program and moves to hold providers more financially accountable for their recruitment, requiring leaders to improve their enrolment forecasting and management.

The DfE Energy Purchase Scheme

The Department for Education is introducing a new energy purchase scheme under which maintained schools will be able to access the Department’s own energy contract. This scheme helps schools transition to a more stable energy contract sourced via Crown Commercial Service (CCS) and is designed to protect them from market volatility and reduce procurement risks.

A new regulation (Regulation 23) has been introduced that creates a direct, punitive mechanism for financial compliance. It provides local authorities with the power to deduct money from a school’s budget share where an undisputed energy invoice has not been paid. School leaders must therefore implement robust internal financial controls and invoice management systems to avoid this deduction, as it could bypass normal budget allocation processes and impact their ability to spend on other priorities.

Compliance, Curriculum, and Safeguarding

New Statutory Guidance: The Pillars of Safeguarding

Keeping Children Safe in Education (KCSIE) 2025

The new Keeping Children Safe in Education (KCSIE) 2025 guidance was published in an “information-only” version in July 2025, with the final statutory version set to come into force on September 1, 2025. A fundamental change is that the Department for Education’s

Working together to improve school attendance guidance is now statutory. This elevates attendance from a key performance metric to a core safeguarding responsibility. The guidance explicitly states that being absent, as well as missing, from education can be a warning sign of a range of safeguarding concerns, including sexual or criminal exploitation.

The guidance also updates the list of online safety risks, adding disinformation, misinformation, and conspiracy theories as emerging threats that require a more sophisticated approach to curriculum and staff training.

Early Years Foundation Stage (EYFS) Statutory Framework

A new version of the EYFS statutory framework will also come into force on September 1, 2025. Non-compliance with the new regulations is classified as a criminal offence, which can result in a fine. This criminal penalty elevates the importance of these changes beyond typical policy updates, signalling a no-tolerance approach to safeguarding failures in early years settings.

Curriculum & Policy Updates

Relationships, Sex and Health Education (RSHE) Guidance

New statutory guidance for Relationships Education, Relationships and Sex Education (RSE), and Health Education was published in July 2025 but will not formally come into force until September 1, 2026. This one-year implementation window presents a strategic opportunity for proactive leaders to prepare for the changes. The new guidance is designed to address growing online risks, including misogynistic attitudes and harmful views about relationships.

Broader Policy and Workforce Changes

The education landscape is also set to be influenced by broader policy shifts. New guidance states that all new teachers will be required to hold, or be working towards, Qualified Teacher Status (QTS). This policy creates a tension with the ongoing teacher recruitment crisis by potentially restricting a school’s ability to hire unqualified subject experts, like artists or musicians, and limiting a school’s capacity to innovate or fill staffing gaps. Additionally, the government’s plan to change the mandatory conversion of ‘Inadequate’ maintained schools into academies to a “discretionary power” is expected to take effect over the next 12 months.

The New Era of Accountability

Ofsted’s Framework Transformation

From Single Grades to Detailed Report Cards

From November 2025, a significant shift in the accountability framework will come into force. The single-word judgments of “Outstanding,” “Good,” “Requires Improvement,” and “Inadequate” will be replaced by a new, more detailed “report card” system. My views on their late summer term announcements, my belief in their quest for the educational Golden Ratio can be found via that link.  

This change is intended to provide a more nuanced understanding of school performance, moving beyond the high-stakes, simplistic model that created immense pressure on leaders and staff.

The new report card will assess schools across up to 11 distinct areas of evaluation. The new framework places a critical emphasis on safeguarding, which will be judged on a binary “Met” or “Not Met” scale—a clear signal that it is a non-negotiable standard. The new system also aims to incorporate contextual data, acknowledging the unique challenges faced by schools in areas with higher socio-economic complexities.

The New Inspection Experience

The inspection process itself is also changing to alleviate pressure on school leaders and staff. Schools will now be notified of an inspection at 9:30 AM on a Monday, with the inspection commencing the following day. A key procedural change relates to how inspectors will conduct their work. For graded (Section 5) inspections, “deep dives” will continue to be used to gather evidence of the curriculum, but for ungraded inspections, they will be replaced by “areas of focus”. This strategic shift from a prescriptive process to a collaboratively agreed upon agenda presents a major opportunity for leaders to shape the inspection narrative.

Strategic Recommendations and Action Plan

Based on the forthcoming changes, a tiered, prioritised action plan is recommended for school leaders to ensure compliance and effective forward-planning.

Immediate Actions (for September 2025)

  • Financial Review: Re-evaluate budget baselines and projections, accounting for the consolidation of grants into the NFF and the new MFG parameters. For maintained schools, assess the viability of the DfE energy purchase scheme and implement robust internal controls to manage potential financial risks from non-compliance.
  • Compliance & Policy Update: Immediately review and update all safeguarding policies to align with the new statutory guidance in Keeping Children Safe in Education (KCSIE) 2025 and the updated Early Years Foundation Stage (EYFS) framework. Given that non-compliance with the EYFS framework is a criminal offence, this review must be meticulous.
  • Staff Training: Mandate a briefing for all staff on the new statutory status of attendance guidance and the expanded online risks (disinformation, misinformation, conspiracy theories) outlined in KCSIE.
  • Accountability Preparation: Conduct a full internal self-evaluation against the new Ofsted report card criteria. Leaders should prepare documentation and data that provides rich context for each of the graded areas.
  • I would also highly recommend leaders evaluate their GSCE results against this review of the statements and statistics on said results via this link: subtleties of a ‘stable’ system

Mid-Term Priorities (for the 2026 Academic Year)

  • Curriculum Planning: Begin strategic planning for the implementation of the new RSHE guidance. Initiate the parental consultation process early and consider piloting the new curriculum content, particularly on online harms and suicide prevention, to prepare for the statutory deadline.
  • Recruitment Strategy: Reassess recruitment strategies in light of the new QTS requirement for all new teachers.
  • Policy Monitoring: Closely monitor the legislative progress of the Children’s Wellbeing and Schools Bill and other forthcoming white papers to anticipate further changes to the education landscape.

Table 1: The National Funding Formula 2025/26 – Deconstructing the Uplift

This table is based on provisional data from a local authority and is intended to illustrate the financial impact of grant consolidation, not as a definitive national calculation.

FactorSub-level2024-25 (£)2025-26 (£)Variance Excl. Grant Transfer (£)Variance Excl. Grant Transfer (%)
Basic EntitlementPrimary3,5623,8472640.6%
Age Weighted Pupil Unit (AWPU)Key Stage 35,0225,4223710.6%
Age Weighted Pupil Unit (AWPU)Key Stage 45,6616,1134190.6%
DeprivationPrimary FSM49049500%

Table 2: The New Ofsted Report Card Judgements

The new grading scales are still being finalised, but the areas of assessment are established.

Area of EvaluationDescriptionGrading Scale
CurriculumDesign and implementation of the school’s curriculum.Five-point scale (details to follow)
Developing TeachingQuality and effectiveness of teaching practices.Five-point scale (details to follow)
Leadership and GovernanceEffectiveness of leadership and management structures.Five-point scale (details to follow)
Behaviour and AttitudesPupil conduct and the school’s approach to fostering positive behaviour.Five-point scale (details to follow)
AttendancePupil attendance rates and the effectiveness of attendance policies.Five-point scale (details to follow)
Personal Development and Well-beingHow the school supports pupils’ personal growth and mental health.Five-point scale (details to follow)
AchievementPupil progress and academic outcomes.Five-point scale (details to follow)
InclusionSupport for vulnerable and disadvantaged pupils, including SEND.Five-point scale (details to follow)
SafeguardingMeeting required standards for pupil safeguarding and welfare.Binary scale: “Met” or “Not Met”
Early Years (if applicable)Evaluation of the early years setting.Five-point scale (details to follow)
Sixth Form (if applicable)Evaluation of the sixth form setting.Five-point scale (details to follow)

The Interconnectedness of Change

The changes anticipated for the 2025/26 academic year are not isolated policy adjustments but are part of a deeply interconnected, strategic re-shaping of the education landscape. The new Ofsted framework, with its heightened focus on safeguarding, curriculum, and attendance, holds leaders accountable for the very policies and procedures that have been updated.

To successfully navigate this period, school leaders must abandon a siloed approach to planning. Just as the waterfalls at Devil’s Bridge are a continuous, powerful force, a leader’s work is a relentless cycle of vigilance and renewal. Financial decisions must be made with a full understanding of their implications for compliance and curriculum delivery. Similarly, safeguarding protocols must be viewed not only as a duty but as a central part of a school’s overall effectiveness, as it will now be a binary determinant of inspection outcomes. By adopting a holistic, proactive, and data-driven approach, school leaders can ensure their institutions are well-equipped to meet the challenges and opportunities of the coming year.

Have a superb start to the term.

Useful links:

DfE Statutory Guidance and Resources

Ofsted Guidance and Reports

A simple, Smart Summary of the article is available here: https://theauthenticleader.uk/wp-content/uploads/2025/08/jacobs-ladder-smart-summary.pptx

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22/08/2025
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Uncategorized

Blatant Plug…

From my other site: https://thecentrecannothold1.wordpress.com/2025/08/22/unfurling-the-flags-the-performance-of-englishness-and-a-summer-of-discontent/

It might be of interest. If you are interested in flags and David Bowie, this might be your lucky day.

21/08/2025
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The Subtleties of a ‘Stable’ System – commentary following the GCSE results for the ‘COVID’ cohort.

The GCSE results for England, Wales, and Northern Ireland were released today, Thursday 21st August 2025. This cohort of children was in Year 6 when the first COVID-19 lockdown occurred, and their transition to secondary school and early secondary education was significantly disrupted. I write in the capacity about this situation as a deputy head teacher at a secondary school and as a father of one of those year 6s.

The key points from the national picture are only really interesting within the context of your own setting. So, I work in an inner-city school, which has a high proportion of disadvantaged children as well as a high number with SEND and EAL needs, all varying in some shape or form. Our results are not for sharing here: anyone inside the profession knows that any headlines we have today are the base figures. Reasonable adjustments and remarks are also key factors.

Overall Performance for England and Wales:

  • Overall results are largely stable, with minimal variation from the previous year.
  • The proportion of entries achieving a grade 7 or above (equivalent to A/A* in the old system) is 21.8% for all students and 23.0% for 16-year-olds in England, a slight increase from last year. This figure is also higher than the pre-pandemic level in 2019 (20.8%).
  • The overall pass rate (achieving a grade 4 or above, a “standard pass”) is 67.1%, slightly down from 67.4% in 2024. For 16-year-olds in England, this figure is 70.5%, also a marginal increase.

Subject-Specific Trends:

  • The proportion of students achieving a grade 4 or above in English and Maths has fallen slightly for 16-year-olds, meaning more students will be required to resit these exams.
    • English Language: The standard pass rate for all students fell from 61.6% to 59.7%. For 16-year-olds, it dropped from 71.2% to 70.6%.
    • Maths: The standard pass rate for all students fell from 59.6% to 58.2%. For 16-year-olds, it saw a marginal decline from 72.0% to 71.9%.
  • There was a notable increase in entries for Combined Science and a decline in entries for separate sciences (Biology, Chemistry, and Physics).
  • Entries in History and German also fell, while entries in Statistics and Music saw increases for the second year in a row.

Gender and Regional Disparities:

  • The gender gap has narrowed to its smallest level since 2000. While girls continue to outperform boys overall, the gap at the top grades (7+) has closed due to a slight improvement in boys’ results and a marginal dip in girls’ results. In maths, boys actually outperformed girls in terms of top grades and standard passes.
  • Regional disparities remain, with London having the highest proportion of students achieving top grades and standard passes, and the West Midlands and North East having the fewest. However, the gap between London and other regions has narrowed slightly.

Vocational and Technical Qualifications (VTQs):

  • Over 360,500 VTQ results were also issued.
  • The most popular subjects for Technical Awards were Leisure, Travel and Tourism, and Health, Public Services and Care.

Opinions and Analysis:

  • Ofqual’s perspective: The exams regulator, Ofqual, has hailed the results as a sign of “continued stability,” emphasizing that the standards of the qualifications have been maintained year-on-year. They believe the results are a reliable “passport to opportunity” for students.
  • School leaders and experts: Many in the education sector have noted the resilience of this particular cohort, who faced significant disruption during their early secondary school years due to the pandemic. However, there is a recurring concern that the results once again expose the deep-seated inequalities in the education system, particularly the impact of socio-economic factors on student attainment.
  • Student sentiment: Qualifying children have expressed a mix of emotions, from pride and relief to disappointment and anxiety. Online forums show some students expressing frustration over grade boundaries, while others offer support and reassurance that GCSE results do not define future success.
  • Resits and future implications: The slight decrease in English and Maths pass rates for 16-year-olds means that more students will be required to resit these exams in their post-16 education. This is a point of concern for colleges and the students themselves.
  • Long-term trends: The results continue a trend of top grades remaining higher than pre-pandemic levels, a phenomenon that has been observed for the past two years. The narrowing gender and regional gaps are seen as positive developments by some, while others caution that the disparities are still “stubbornly entrenched” and require significant investment to truly address.

The Narrative of Stability and Subtlety

What follows is a more detailed analysis of the national picture.

An Analytical Commentary on the 2025 GCSE Results: The Nuances of a ‘Stable’ System

The 2025 GCSE results have been officially framed as a return to “stability” following the period of turbulence caused by the Covid-19 pandemic. While headline figures from exam regulators like Ofqual and the Joint Council for Qualifications (JCQ) support this claim, a comprehensive analysis of the underlying data reveals a more complex and nuanced picture. The overall grade distribution is broadly consistent with that of 2024, yet this top-level consistency masks several critical and evolving trends that warrant closer examination.

This report delves into these subtleties, analysing the marginal changes in grade outcomes, the continued narrowing of the long-standing gender gap, the stubborn persistence of regional and socioeconomic disparities, and the mounting pressure on the mandatory English and Maths resit policy. The findings suggest that while the system may be in a state of statistical equilibrium, it is not without significant stress. The data on subject entries points to pragmatic shifts in student choices, while a comparative analysis with other UK nations highlights divergent educational outcomes. This commentary provides a multi-layered perspective on the state of secondary education, moving beyond surface-level statistics to offer a professional and strategic assessment of the challenges and opportunities ahead.

The Lasting Echo of Disruption

The cohort of students who sat their GCSE exams in 2025 is the final group to have their education significantly impacted by the Covid-19 pandemic. Their last term of primary school and their transition to secondary education were profoundly disrupted by school closures and the rapid shift to remote learning. Education Secretary Bridget Phillipson has acknowledged the “remarkable resilience” this cohort has demonstrated in navigating these challenges.  

This cohort’s unique educational journey has had a direct and lasting consequence on the national educational data landscape. For the first time, a core metric for measuring school performance, the Progress 8 score, will not be published. This is because the students did not sit their Key Stage 2 SATs, which provide the prior attainment data necessary to calculate student progress from primary to secondary school. The absence of this benchmark fundamentally changes the way these results must be interpreted. Without the ability to distinguish between raw attainment and genuine academic progress, a comprehensive understanding of school effectiveness is limited. Analysts are thus compelled to rely on aggregate attainment figures, making it more challenging to pinpoint whether changes in performance are due to effective school support or are simply a reflection of the academic profile of the student intake. This lack of a longitudinal performance measure necessitates a more granular analysis of other available demographic and policy-related data to uncover the deeper trends at play.  

The Headline Figures and the ‘Stability’ Watchword

The central message from official sources regarding the 2025 GCSE results is one of “stability”. The Joint Council for Qualifications (JCQ) and Ofqual have reported figures that appear to support this claim. Overall, 67.1% of all entries achieved a grade 4 or above, representing a marginal reduction from 67.4% in 2024. When focusing on the core group of 16-year-olds, the proportion achieving a grade 4 or above was 70.5%, a negligible increase from 70.4% last year.  

At the top end of the grading spectrum, a fractional increase was observed. The proportion of all UK entries awarded a grade 7 or above rose to 21.9% this year, up slightly from 21.8% in 2024. In England, the percentage of entries from 16-year-olds receiving top grades also saw a small uptick from 22.6% to 23.0%.  

This emphasis on stability is not accidental. Sir Ian Bauckham, Chief Regulator at Ofqual, has stated that the “standard of work required to achieve a grade seven or a grade four at GCSE is the same this year as it was last year”. The consistent use of the term “stable” across multiple official communications serves a strategic purpose. It aims to instil confidence in the exam system and reassure the public that grading standards have successfully returned to a predictable, pre-pandemic-like state. This narrative, while statistically accurate at a macro level, conceals the underlying tensions and shifts that are only visible through a more detailed examination of specific demographic, regional, and subject-level data.  

A Comparison to Pre-Pandemic Standards

While the 2025 results are considered stable in comparison to 2024, they remain elevated when benchmarked against the last pre-pandemic exam year, 2019. This suggests that the grading system has settled at a new “normal” that is slightly higher than the pre-Covid baseline.

For example, the proportion of entries at grade 7 or above is 21.9% this year, which is significantly higher than the 20.8% recorded in 2019. Similarly, the standard pass rate (grade 4 or above) stands at 67.4% in 2025, which is also a marginal increase over the 67.3% seen in 2019. The proportion of grade 9s issued also rose slightly from 5.1% to 5.2%. The overall rate for grades 1 or above, however, has fallen, sitting at 97.9% in 2025, a decrease from 98.3% in 2019 and the lowest since 2005.  

The continued elevation of grades above the 2019 benchmark indicates that the grade inflation that occurred during the pandemic has not been entirely reversed. This is a testament to the “comparable outcomes” policy, a mechanism that ensures grade boundaries are adjusted to prevent a sharp drop in results, even if exam papers are perceived as more challenging. This policy has successfully created a new, slightly higher standard for the GCSE, which will serve as the benchmark for future cohorts. This establishes a subtle but lasting legacy of the pandemic on the national grading landscape.  

The Narrowing, Yet Enduring, Gender Gap

One of the most notable trends in the 2025 results is the continued narrowing of the gender gap, which is now at its “narrowest point this century”. This is a significant development, particularly at the top grades. The proportion of female entries awarded a grade 7 or above was 24.5%, compared to 19.4% for male entries. While girls remain ahead, the gap has closed to 5.1 percentage points, a notable reduction from the 5.7 percentage points of the previous year.  

The closing of this gap is not a consequence of a decline in girls’ performance. In fact, the proportion of top grades for 16-year-old girls remained steady at 25.5%, while for boys, it rose by 0.7 percentage points, from 19.8% to 20.5%. Similarly, at the grade 4 or above level, the gap narrowed by 0.6 percentage points, with boys’ performance remaining stable at 64.1% while girls’ attainment saw a small drop from 70.8% to 70.2%. The data indicates that the narrowing of the gender gap is primarily driven by an improvement in male performance, rather than a significant regression among female students. This trend is consistent with a similar improvement in male attainment at A-level this year. This suggests that male students have responded particularly well to the post-pandemic, exam-heavy assessment environment. The underlying causes of this academic resurgence among male pupils warrant further investigation to determine if it is tied to pedagogical methods, curriculum content, or socio-cultural factors.  

The London-West Midlands Divide: A Regional Commentary

Significant regional disparities continue to be a defining feature of the English education system, with London consistently outperforming all other regions. For top grades (grade 7 and above), London’s proportion stood at 28.4% this year, a slight decrease from 28.5% in 2024, but still substantially higher than the lowest-performing regions. London’s top-grade performance is more than 10 percentage points higher than the worst-performing regions, such as the North East, which had a rate of 17.8%.  

At the standard pass level (grade 4 and above), London also maintained its lead, with 71.6% of entries achieving this benchmark. However, this figure is down from 72.5% in 2024. This decline, coupled with a slight narrowing of the gap to other regions like the West Midlands (62.9%) and the North East (64.9%), contributes to the overall perception that the regional divide is closing. The West Midlands had the lowest pass rate of any English region.  

The perceived narrowing of the regional gap is a statistical artifact. While London’s pass rate saw a decline, most other regions saw either a slight increase or a stable performance. London’s continued and substantial lead in top grades underscores a deep-seated stratification within the English education system. This persistent disparity is likely symptomatic of wider socio-economic inequalities and varying levels of investment in communities across the country. The gap between London and the North East has now been in place for three consecutive years. The sustained superior performance of Northern Ireland (31.6% at grade 7 or above), which operates under a different system, serves as a compelling counter-example and a point of reference for policy discussions.  

Table 1: Regional and National GCSE Performance (2025 vs. 2019)

Region/NationGrade 7/A+ (2025)Grade 7/A+ (2019)Grade 4/C+ (2025)Grade 4/C+ (2019)
North-east England17.8%16.4%64.9%63.8%
North-west England18.8%18.6%64.2%64.9%
Yorkshire & the Humber18.4%17.8%63.6%64.1%
West Midlands18.5%18.1%62.9%63.8%
East Midlands18.1%18.3%65.0%65.8%
Eastern England22.2%20.5%68.0%67.1%
South-west England21.4%20.4%67.8%67.1%
South-east England24.6%23.5%70.0%69.3%
London28.4%25.7%71.6%71.5%
England21.8%20.7%67.1%66.9%
Wales19.5%18.4%62.5%62.2%
Northern Ireland31.6%30.5%83.5%82.2%

*Note: Data for England (Grade 4/C+ in 2025) reflects the JCQ data point, and the 2019 data point is higher than in some other snippets due to different methodologies.  

Performance by School Sector

The 2025 results reinforce the significant and stable attainment gap between state-funded and private schools. Data from state-funded institutions reveals that 20.6% of entries were awarded top grades (grade 7 or above), while at private schools, this figure stood at 49.2%. This disparity is even more pronounced at the standard pass level, where a 24 percentage point gap exists between state schools (66.5% at grade 4 or above) and private schools (90.5% at grade 4 or above). This gap has remained virtually unchanged from the previous year.  

Within the state sector, there are further differences. Free schools demonstrated a higher proportion of top grades (22.7%) compared to both academies (19.5%) and comprehensives (19.8%). The stability of the state-private school gap over time points to a deeply ingrained stratification within the educational system. It suggests that despite various policy efforts and reforms, the fundamental divide in resources, teacher recruitment and retention, and overall educational provision between these sectors continues to result in profoundly different student outcomes. The performance of free schools, however, presents an interesting data point for policymakers, as it may indicate that certain operational models within the state sector are more effective at raising high-level attainment.  

English and Maths: The Resit Imperative

The headline GCSE results for English language and Maths show a decline in the overall pass rate for all students. However, this aggregate figure can be misleading. A more detailed analysis reveals a critical distinction between the performance of the core 16-year-old cohort and the post-16 resit candidates. For 16-year-olds in England, the proportion achieving a grade 4 or higher in English language fell only slightly, from 71.2% in 2024 to 70.6% in 2025. In Maths, the drop for this age group was even more negligible, from 72.0% to 71.9%.  

The fall in the overall national pass rate is therefore a direct consequence of the massive and growing post-16 resit cohort, whose pass rates are significantly lower. The pass rate for students aged 17 or older was 20.9% for English and 17.1% for Maths. This data reframes the narrative from one of academic decline among the core student population to one of a systemic challenge with a specific government policy. The mandatory resit requirement, which forces students to retake these qualifications until they achieve a standard pass , is clearly creating a high-volume, low-success pipeline that statistically pulls down the national average.  

The Post-16 Resit ‘Crisis’: A Critical Evaluation

The number of GCSE entries from students aged 17 and over has risen sharply, by 12.1% this year, and now accounts for 7.8% of all GCSE entries. This surge is attributed to a larger student demographic and the return to pre-pandemic grading standards. This significant increase in resit entries has amplified existing concerns about the effectiveness of the government’s mandatory resit policy.  

Education leaders have been vocal in their criticism, calling the policy “not fit for purpose” and arguing that it “undermines young people’s confidence and motivation”. The data strongly supports this viewpoint. Less than a fifth of resitting students manage to achieve the grade 4 required to exit the resit cycle. For example, despite the rise in entries, the post-16 pass rate for maths remains around 4 percentage points below the pre-pandemic level of 21.2%. This demonstrates a fundamental disconnect between the policy’s objective and its practical outcomes. The data suggests that for a majority of students, repeated exposure to the same qualification format is not an effective path to mastery. This can be demoralizing for students who have already failed to achieve the required grade, consuming valuable educational resources without providing a meaningful return.  

A closer look at the resit data reveals a further complexity: the gender gap in post-16 maths resits has flipped, with male students now outperforming female students. This finding indicates that different demographic groups respond differently to the resit environment, suggesting that a one-size-fits-all policy may be disproportionately ineffective for certain student populations. The commentary argues that this policy, while born of good intentions, is creating a system that is both inefficient and psychologically damaging for many young people, making a strong case for a review and the consideration of alternative qualifications.  

Shifts in Subject Entries and Student Choices

Beyond the core subjects, the 2025 GCSE results reflect significant shifts in student choices. The subject with the most entries was the Combined Science double award, which saw a 0.9% increase in entries. This increase occurred concurrently with a notable decline in entries for the individual triple sciences (Biology, Chemistry, and Physics), which each fell by approximately 6%. This trend suggests a pragmatic shift, with students opting for a combined qualification that provides a solid science foundation without the higher academic demands of the triple award.  

In the humanities and languages, History entries declined by 5.7% after several years of continuous growth. Meanwhile, entries in Spanish continued to climb, rising by 2.6% and surpassing French for the first time. This development may reflect a changing perception of the global relevance and utility of different languages among students and parents. Furthermore, Statistics saw a 9.5% increase in entries, marking its second consecutive year of strong growth.  

These shifts are a powerful indicator of how students and schools are adapting to the evolving educational and economic landscape. The rise of Combined Science and Statistics points to a demand for qualifications with a clear, practical application that can serve a wider range of academic pathways. These trends suggest that the curriculum is responsive to perceived value and practical utility, highlighting a system that is in a state of continuous, if subtle, evolution.

Comparative Analysis with Wales and Northern Ireland

The 2025 GCSE results highlight a striking divergence in educational outcomes across the UK’s nations. Northern Ireland’s students achieved notably stronger results than their counterparts in both England and Wales. A significant 31.6% of entries in Northern Ireland were awarded a grade 7 or above, compared to 21.8% in England and 19.5% in Wales. This lead is not a one-off anomaly; it is a sustained trend, with Northern Ireland’s top grades rising from 30.5% in 2019 to 31.6% in 2025.  

Similarly, the standard pass rate (grade 4 or above) is substantially higher in Northern Ireland (83.5%) than in England (67.1%) and Wales (62.5%). While the grading systems and educational policies in the three nations differ, the consistent outperformance of Northern Ireland’s students offers a compelling point of comparison. It suggests that Northern Ireland’s educational framework, which has been subject to different reform trajectories than England’s, may be more effective at producing high overall attainment. The data provides a valuable point of reference for English policymakers and underscores the fact that there is no single solution to raising national education standards.  

A System in Equilibrium, but Not Without Stress

The 2025 GCSE results present a picture of delicate equilibrium. The official narrative of stability holds true at a surface level, as overall grade distributions and pass rates show only minimal variation from the previous year. This confirms that the system has settled into a new, consistent rhythm following the return to pre-pandemic grading standards.

However, a deeper dive into the data reveals that this stability is built upon a foundation of significant, yet subtle, changes. The narrowing gender gap, driven by an improvement in male performance, signals a potentially significant shift in student dynamics. The persistent regional and socioeconomic disparities highlight a system that continues to entrench inequality, with London’s sustained dominance and the significant gap between state and private schools serving as stark reminders of this challenge.

Most critically, the results expose the mounting pressure on the mandatory English and Maths resit policy. The combination of a surge in resit entries and persistently low pass rates indicates a systemic issue, one that is draining educational resources and potentially demoralizing a large number of young people. The data suggests that this policy, while well-intentioned, is not an effective mechanism for improving numeracy and literacy on a mass scale.

Looking Ahead: Policy Implications and Next Steps

Autenticity in our collective next steps as a profession need to consider these points.

  1. Reforming the Resit Policy: The data on post-16 resits is a flashpoint for a long-simmering debate. The low success rates and the psychological toll on students necessitate a fundamental reassessment of the current approach. Policymakers should explore more flexible and evidence-based alternatives, such as vocational-specific qualifications or functional skills pathways that are better suited to the needs and ambitions of students who struggle with the GCSE format.
  2. Addressing Regional Disparities: The entrenched regional gap requires sustained, long-term investment. Targeted educational, economic, and social programs are needed to address the root causes of generational disadvantage that are reflected in the data. Simply waiting for statistical fluctuations to close the gap is not a viable strategy.
  3. Understanding Subject Trends: The shifts in subject entries, particularly the rise of Combined Science, Spanish, and Statistics, should be closely monitored. This data provides valuable insight into student and market demands, which can be used to inform curriculum development and resource allocation to ensure that the educational system remains relevant and responsive.

While the 2025 GCSE results offer a reassuring narrative of stability, the underlying data points to a system in constant flux. The path forward requires moving beyond the headlines to address the subtle but significant challenges that will shape the future of a generation

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19/08/2025
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Authentic Leadership, Children, Education, Leadership, Professionalism, Training

The Authentic Leader’s Playbook for 2025/26 – pre-GCSE results.

In the dynamic and sometimes dizzying world of education, change is constant. For the 2025/26 academic year, a number of significant shifts are on the horizon, from updated inspection frameworks to new safeguarding guidance and changes in staff pay. While some leaders may view these updates as a series of reactive hurdles, authentic leadership must be defined by a proactive stance, the ability to look ahead, anticipate new challenges, and prepare the school community for what is to come. This approach transforms potential disruptions into opportunities for strategic growth and collaborative adaptation. Staying ahead of the curve, scoping the possibilities and pitfalls allows a level of confidence, a sense of control and the beginnings of a playbook of approaches.

One of the most prominent changes is the impending new Ofsted inspection framework, expected to take effect in November 2025. This framework will replace the current single-grade judgments with a more detailed report card system and a new five-point grading scale. For the authentic leader, this isn’t just a matter of waiting for the new rules to be published. It’s a chance to elevate intentionality by beginning conversations with staff now, analysing the proposed “evaluation areas” and identifying where current practices align and where improvements can be made. By using the consultation outcomes as a guide for ongoing self-evaluation, a proactive leader ensures their school is already operating with the new standards in mind, making any future inspections less of an event and more of a confirmation of existing good practice.

Equally critical are the financial and staffing updates, most notably the 4% pay award for teachers and support staff. While the DfE will cover a portion of this, schools are responsible for the remainder, a detail that requires meticulous financial planning. Authentic leaders, understanding that stability is built on transparency, have already factored this into their budgets and have begun transparent conversations with their teams about how the increase will be managed. They recognize that a leader who is “on the horizon” understands that financial decisions directly impact staff morale and retention, and they will use this opportunity to champion growth and evolution by showing their team that they are valued and supported.

Furthermore, a series of important updates to statutory guidance, including Keeping Children Safe in Education (KCSIE) and the new rules on the use of reasonable force, demand more than a last-minute policy review. The authentic leader sees these as a mandate to deepen the school’s commitment to safety and wellbeing. They will ensure that their staff receive comprehensive training on the new requirements—such as the need to record significant incidents of force—long before the September deadline. By embracing the spirit of the updated guidance, a leader doesn’t just meet a minimum standard; they foster a culture where student and staff safety is a continuous priority, not a box-ticking exercise. The updated RSE guidance, which can be adopted from September 2025, also falls into this category, requiring thoughtful consultation and proactive curriculum development to support pupils appropriately. This process helps to combat complacency by moving beyond rote compliance and fostering a genuine sense of purpose.

Ofsted’s New Inspection Framework

One of the most prominent changes is the new Ofsted inspection framework, expected to take effect in November 2025. It replaces single-word judgments with a detailed report card system and a five-point grading scale ranging from causing concern to exemplary. For authentic leaders, this is a call to initiate staff discussions now—reviewing proposed evaluation areas and aligning current practices with future expectations.

Using the consultation outcomes as a guide for ongoing self-evaluation ensures that the school is already operating in line with the new standards, making future inspections less disruptive and more confirmation of existing good practice.

Staff Pay and Financial Planning

Equally critical are the financial and staffing updates, notably the 4% pay award for teachers and support staff. The Department for Education (DfE) will fund part of this increase, but schools must cover the remainder. Details are available via the DfE’s funding update.

Authentic leaders will have already factored this into their budgets and begun transparent conversations with staff about how the increase will be managed. They understand that financial decisions directly affect morale and retention and use this moment to reinforce that staff are valued and supported.

Safeguarding and Statutory Guidance

The updated Keeping Children Safe in Education (KCSIE) guidance, effective from September 2025, introduces new expectations, including the requirement to record significant incidents involving the use of force. This is supported by revised guidance on reasonable force, which outlines statutory duties for schools.

Authentic leaders will ensure staff receive comprehensive training well ahead of the deadline. They embrace the spirit of guidance not just to meet minimum standards, but to cultivate a culture where safety and wellbeing are continuous priorities.

School Uniform: Affordability and Policy Reform

The cost of school uniform has come under renewed scrutiny. Education Secretary Bridget Phillipson has urged schools to immediately limit the number of branded items required, ahead of a statutory cap due in September 2026. The proposed cap will limit branded items to three at primary and four at secondary, including PE kit and ties.

Pepe Di’Iasio, General Secretary of the Association of School and College Leaders (ASCL), responded by affirming that schools are already mindful of financial pressures on families. He supported the intent behind the policy but suggested that a cap on total uniform cost might be a more effective solution. He also highlighted the broader issue of child poverty, calling for a meaningful government strategy to address it.

Authentic leaders will take this moment to review their uniform policies, engage in consultation with families, and ensure that affordability is central to their approach. This is not just about compliance, it is about equity, dignity, and ensuring every child can attend school without financial strain. One less barrier, one less excuse; one less concern.

Relationships and Sex Education (RSE) Updates

The updated RSE statutory guidance, published in July 2025, can be adopted from September 2025, with full implementation expected by September 2026. This guidance calls for thoughtful curriculum development and meaningful consultation with parents and pupils.

Authentic leaders will treat this as an opportunity to strengthen the school’s approach to personal development, ensuring that RSE is inclusive, age-appropriate, and aligned with the school’s values.

Authentic leader’s understands that the educational landscape is constantly shifting. They do not merely react to government bills and guidance as they come into force but rather anticipate their arrival. By paying close attention to upcoming changes in inspection, staffing, and safeguarding, they can strategically prepare their school, ensuring that policies, practices, and people are all aligned. This foresight creates a stable and resilient school community, transforming external mandates into internal, collaborative opportunities for improvement and allowing them to inspire deeper connections with their staff and children.

The authentic leader, in every interaction, acts as an architect of their school’s future.