Category Archives: National Curriculum

06/11/2025
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Leadership, National Curriculum

The Dawn of a Nuanced Accountability

The policy landscape, often a dense thicket of regulatory minutiae, has recently presented us with a vision of genuine clarity and strategic purpose in the form of the proposed Progress 8 reforms. For too long, the accountability metric, like an over-zealous accountant, valued the EBacc structure with an exclusionary zeal, subtly relegating the Arts to the sidelines of the academic pageant. Now, with the intended scrapping of the EBacc’s restrictive mandate  and the subsequent restructuring of P8, a necessary correction to the academic compass is at hand. This is not mere policy tinkering; it is a profound philosophical shift. It is the long-overdue assurance that our curriculum can be both robustly academic and truly reflective of the breadth of human endeavour.

The change to the subject slots, especially the guaranteed prominence given to Creative subjects on an equal footing with Languages and Humanities, finally dismantles the tyranny of the ‘EBacc core’. The fact that students’ subject choices will now be based on genuine interest and future opportunity rather than on the desperate calculus of historical league table drivers is a liberation for the soul of Key Stage 4. This proposed structure allows a student to weave a far richer tapestry of knowledge. The mandate for school leaders to proactively design options that promote true breadth in Arts, Languages, and Music  is a welcome pressure to ensure that a holistic education is the rule, not the exception.

Furthermore, the new accountability framework is a profound opportunity to tackle the systemic issue of complacency. The fact sheet wisely guides us to abandon long-established attainment patterns and instead focus on fluid accountability measures. By structurally guaranteeing the value of subjects like Art and Music within the new performance measure , the reforms necessitate a re-evaluation of resource allocation, staffing, and professional development. This is the necessary friction that sparks growth—a deliberate design for school leaders to move beyond mere compliance and into a period of strategic, intentional planning.

This bold restructuring, with its clear expectation for a “cutting-edge” curriculum and the championing of new enrichment benchmarks on civic engagement, life skills, and the arts, is the intellectual equivalent of reaching the summit of Jacob’s Ladder. It connects the academic enterprise directly to the external world and future opportunities. By aligning curriculum with high-value technical pathways like a post-16 Data Science and AI qualification, and formalising community partnerships, these changes ensure our schools are not simply factories for grades, but essential engines for relevant, tangible learning.

Authentic Leader Fact Sheet: Proposed Changes to Progress 8 Measures

Progress 8 is a key performance indicator used in secondary schools in England to measure the academic progress students make between Key Stage 2 (KS2 SATs) and their GCSE results. It compares a student’s progress in a set of eight subjects against that of other students nationwide with similar prior attainment.

A positive score means students at a school made more progress than expected; a negative score means they made less progress.

Current Progress 8 Structure

The current measure is based on a student’s performance across eight subjects, organised into three buckets:

  1. English (highest score from English Language and Literature): Double Weighted
  2. Mathematics: Double Weighted
  3. EBacc Subjects (three of the following: sciences, computer science, geography, history, or languages)
  4. Open Group (three subjects from the EBacc group or other approved arts, academic, or vocational qualifications)

Proposed Changes to Progress 8 Structure

The government is proposing a restructuring of the subject buckets to better balance a “strong academic core with breadth and student choice,” particularly aiming to boost the arts.

The total number of subjects remains eight, but the buckets are changing:

Slot NumberProposed Subject SlotWeightingNotes
1 & 2EnglishDoubleHighest score from English Language or Literature.
3 & 4MathematicsDoubleMaths is still double-weighted.
5 & 6Dedicated ScienceSingleTwo highest scores from: Combined Science (double award), Biology, Chemistry, Physics, Computer Science/Computing.
7 & 8Breadth SlotsSingleFour slots with specific requirements to ensure breadth.

How the Dedicated Science Slots (5 & 6) Work

These slots take the two highest scores from a selection of science subjects.

  • If a student takes Combined Science (a double award), the two-subject grade is averaged (e.g., a grade 5 and 6 averages to two scores of 5.5) and can fill one or both slots.
  • The options are: Combined Science, Biology, Chemistry, Physics, Computer Science, or Computing.

How the Breadth Slots (7, 8, 9, 10) Work

These slots are designed to ensure students study a wide range of subjects.

Breadth Slot NumberRequirementCategories to Choose From
7 & 8Must be filled by subjects from two of these three categories:1. Humanities: Geography, History, Religious Studies.
9 & 10Takes the two highest scores in any approved subjects.Any subject not already counted (including English language/literature if not used in slot 1 & 2), or other eligible subjects/technical awards.
2. Creative: Art and Design, Music, Drama, Dance, Design and Technology.
3. Languages: Modern Foreign Languages and Ancient Languages.

Key Technicalities

  • More than 8 Subjects: Only the highest grades relevant to the eight slots are counted.
  • Fewer than 8 Subjects: Students receive a zero score for any slots that are not filled, which negatively impacts the overall Progress 8 score.
  • Reasoning: The changes are intended to address criticism that the current system sidelined the arts and to put Creative subjects on an equal footing with Humanities and Languages.

When Will This Happen?

  • The government will hold a consultation on these proposals.
  • The final response is expected in the summer term of 2026.
  • The new structure is intended to be in place for schools to use when students make subject choices for the 2027-28 academic year.

Considerations for Future Curriculum and Assessment Planning

The proposed curriculum and assessment reforms, driven by the scrapping of the EBacc and the significant restructuring of Progress 8 (P8), demand immediate and intentional planning from school leaders. This involves moving beyond mere compliance to strategically integrating new subject priorities and adapting to revised accountability mechanics well before the 2028 implementation date.

Leaders must urgently audit the curriculum for new literacies, specifically mapping where topics like financial literacy and digital/AI misinformation can be woven into existing subjects like Maths, Computing, and PSHE. Furthermore, the removal of the EBacc’s restrictive structure offers a profound opportunity: Key Stage 4 (GCSE) subject options must be intentionally designed to promote true breadth in Arts, Languages, and Music, basing subject uptake on genuine student interest and future opportunity rather than historical league table drivers.

This intentionality must also address the logistical commitment of planning for a three-science pathway for all students, requiring proactive resource allocation, laboratory scheduling, and science staffing reviews.

A major risk during this transition period is complacency, especially concerning long-established attainment patterns and metrics. Leaders must actively anticipate and combat this by focusing intensely on diagnostic data and fluid accountability measures. The introduction of the statutory Year 8 reading test must be treated as a critical diagnostic tool, not just an assessment hurdle. Data from this test should immediately inform rapid intervention programs to tackle the known problem of widening attainment gaps during the first years of secondary school. Additionally, leaders must scrutinise the evolving accountability landscape; the promise to “reform” P8 means the goalposts are not static.

To combat complacency, a small working group should be tasked with tracking DfE announcements on the new P8 methodology, ensuring all subject leaders—particularly those in the Arts—understand that the value of their contribution is now structurally guaranteed to be viewed more equitably within the new performance measure.

Curriculum reform must be partnered with a commitment to championing growth in people and professional skills, ensuring staff are equipped to teach a “cutting-edge” curriculum. To effectively educate students on issues like spotting AI-generated content and misinformation, an immediate investment in digital CPD for all teaching staff is essential, focusing on the responsible use of AI in learning and assessment.

Another key area for growth is oracy and communication, which is being pushed to have the same status as reading and writing. This is not a departmental initiative; it requires embedding explicit instruction in speaking, listening, and debate across all subjects to build the critical communication skills valued by employers and universities.

This period of change also serves as an opportune moment to model reflective practice, prompting departments to review and better represent diversity and global contributions within their subject content while maintaining foundational knowledge.

Finally, the reforms require school leaders to inspire deeper connections between the curriculum and the external world, focusing on community and future opportunities. The new enrichment benchmarks on civic engagement, life skills, and the arts are now part of the accountability framework, making formal partnerships essential. Leaders should collaborate with local businesses, civic groups, and arts organisations to deliver these benchmarks meaningfully. For instance, lessons on financial skills like budgeting should be framed as a direct connection to financial wellbeing within the student’s community, making the learning relevant and tangible.

Furthermore, to ensure seamless progression, leaders must engage early with feeder colleges and sixth-form providers to discuss the proposed exploration of a post-16 qualification in data science and AI. By fostering these connections, the school’s curriculum is directly linked to the high-value technical and academic pathways that their students will ultimately progress to, giving the reforms maximum positive impact.

Authentic Checklist: Preparing for Progress 8 Reform

Immediate Actions (Next 6–12 Months)

  • Audit Curriculum
    • Map current KS4 subject offer against proposed Progress 8 buckets.
    • Identify gaps in Arts, Languages, and Humanities provision.
  • Form a Working Group
    • Assign responsibility for tracking DfE announcements and consultation outcomes.
    • Include subject leaders from Arts, Science, and Languages.
  • Plan for Science Pathways
    • Review feasibility of offering three separate sciences for all students.
    • Assess lab capacity, timetable implications, and staffing needs.

Medium-Term Actions (2026–2027)

  • Embed New Literacies
    • Integrate financial literacy and digital/AI misinformation into Maths, Computing, and PSHE.
  • Invest in CPD
    • Launch digital CPD for staff on AI use and misinformation detection.
    • Develop oracy training across all subjects.
  • Review Subject Diversity
    • Ensure curriculum reflects global contributions and diversity.

Long-Term Actions (2027–2028)

  • Redesign KS4 Options Process
    • Promote genuine breadth and student choice in Arts, Languages, and Music.
  • Strengthen Community Partnerships
    • Formalise links with local businesses, arts organisations, and civic groups for enrichment benchmarks.
  • Engage with Post-16 Providers
    • Discuss alignment with emerging qualifications (e.g., Data Science and AI).

Ongoing

  • Monitor Accountability Changes
    • Regularly update staff on evolving Progress 8 methodology.
  • Use Year 8 Reading Test Data
    • Implement rapid interventions for literacy gaps.
  • Champion Growth
    • Embed reflective practice and professional development across departments.

I said in my post yesterday it had just got interesting; and here we are. More interesting still.

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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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26/07/2025
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Aldous Huxley, Authentic Leadership, Children, GCSEs, National Curriculum, Uncategorized

Scoping What’s Coming Over the Hill: A Call to Action for Education Leaders

In March 2025, the government released their initial findings on the Curriculum and Assessment Review, a link to my synthesis written in March is here: C&A interim educational landscape the current provision March 2025.pdf The UK government’s Curriculum and Assessment Review is being led by Professor Becky Francis CBE.

She is the Chief Executive of the Education Endowment Foundation and an expert in education policy, particularly regarding curriculum and social inequality. She chairs a panel of experts who are working on the review. An interim report was published in March 2025, with the final report and recommendations expected in autumn 2025.

As July gentle fades into August and the beginning of a proper shutdown for this authentic leader – this is me attempting to be more Lyme Regis, it feels like I must get a few matters out of my mind, partly to allow the Lyme Regis and partly to lay down some plans on what we must do next.

Strategic Priorities

The recent Educational Landscape Review has illuminated critical areas demanding urgent attention from education leaders. Far from being a mere critique, the review serves as a roadmap for future-proofing our educational system, ensuring it remains equitable, relevant, and effective for all learners. In the coming months, leaders must proactively address the identified disparities, curriculum imbalances, and structural weaknesses to prepare for the inevitable changes these insights will precipitate. This involves a multi-faceted approach focused on fostering equitable access, refining curriculum, enhancing future relevance, and strengthening post-16 provisions, all while cultivating a culture of adaptability and continuous improvement.

Firstly, addressing the persistent disparities in equitable access and outcomes, particularly for disadvantaged and SEND learners, must be paramount. While the knowledge-rich curriculum has yielded overall attainment improvements, its impact has not been uniformly positive. Education leaders need to move beyond a one-size-fits-all approach and embed a robust social justice lens across all educational practices. This means scrutinising existing support systems and designing targeted interventions that genuinely elevate aspirations and equip every learner with the skills and confidence for life and work. In the coming months, this will entail a thorough audit of current provisions for these groups, engaging with their families and communities to understand their unique needs, and allocating resources strategically to bridge attainment gaps. Professional development for staff on inclusive pedagogies and differentiated instruction will be crucial to ensure all teachers are equipped to support diverse learners effectively.

Secondly, the review’s findings on curriculum structure and content necessitate a bold re-evaluation of what and how we teach. The tension between breadth and depth, the primary curriculum overload, and the premature narrowing of KS3 due to early GCSE preparation are undermining foundational learning and fostering disengagement. Education leaders must initiate a comprehensive review of curriculum sequencing across all key stages, prioritising mastery of core concepts over superficial coverage. For Key Stages 1 and 2, this means advocating for a streamlined curriculum that allows for deeper exploration of foundational literacy and numeracy. At Key Stage 3, leaders must champion a curriculum that maintains its breadth, encourages intellectual curiosity, and avoids rote repetition, allowing students to genuinely engage with subjects before specialization. The ongoing review of EBacc constraints demands close attention, and leaders should be prepared to advocate for reforms that promote a child’s choice and a more balanced curriculum. I would go further and argue that the curriculum from Key Stage 3 to Key Stage 4 must evolve from broad and balanced and become ‘Developed and Divergent’.

[see https://theauthenticleader.uk/2025/07/24/crafting-excellence-a-four-movement-symphony-of-the-key-stage-4-curriculum-in-england/]

This period requires proactive collaboration with teachers to identify areas for curriculum refinement and to pilot new approaches that foster deeper learning.

Thirdly, ensuring curriculum relevance for future needs is no longer an option but a necessity. The call for modernisation to reflect digital literacy, sustainability, and global challenges, alongside addressing subject-specific imbalances and vagueness, signals a need for significant curricular evolution. Education leaders must champion the integration of 21st-century skills and global competencies across all subjects, moving beyond outdated content. This will require investing in teacher training for new pedagogical approaches and digital tools. Furthermore, the imperative to reflect diverse identities and broaden pupils’ horizons within the curriculum must be taken seriously. This is not just about representation but about fostering a more inclusive and globally aware citizenry. In the coming months, engaging with external experts, industry leaders, and community groups will be vital to inform these curricular updates and ensure their practical relevance.

Finally, the review’s insights into 16-19 provisions and qualifications highlight systemic issues that demand immediate attention. While A-levels retain their strength, the lack of clarity and instability in vocational pathways are causing poor outcomes for a significant cohort of learners. Education leaders must work collaboratively with further education colleges, employers, and policymakers to establish clearer, more valued vocational routes that genuinely prepare students for the workforce. The acknowledged failure of the GCSE re-sit policy for English and Maths underscores the need for a more nuanced approach to supporting these learners. Furthermore, while SATs have value, concerns about grammar and writing assessments impacting literacy development warrant a careful re-evaluation. The impending review of GCSE reform, particularly regarding exam stress and assessment volume, offers an opportunity for leaders to advocate for a more holistic and less high-stakes assessment system that genuinely measures learning. This period calls for strong advocacy and practical solutions to create a more diverse and effective post-16 landscape.

The Educational Landscape Review presents a formidable yet exciting challenge for education leaders in the coming months. The identified key points are not isolated issues but interconnected threads that weave the fabric of our educational system. By prioritising equitable access, rigorously refining curriculum, championing future relevance, and strengthening post-16 provisions, leaders can proactively shape the evolution of education. This will require courageous decision-making, collaborative spirit, and an unwavering commitment to putting the needs of all learners at the heart of every reform. The coming months are a crucial period for laying the groundwork for a more just, responsive, and effective education system for generations to come.

Leadership Reflections

Our first, and perhaps most resonant, chord must be struck in the realm of equitable access and outcomes. The knowledge-rich curriculum, while yielding overall attainment improvements, has revealed persistent disparities, casting a spotlight on our disadvantaged and SEND learners. This is a call to “truly see” beyond the metrics to the human stories. Leaders must move beyond programmatic fixes, embedding a social justice lens so deeply that it becomes an intrinsic part of our educational DNA. This means a daily recommitment, a “fall in love with you every day” philosophy, to the vital connections with every student, ensuring high aspirations are not just words but lived realities. In the coming months, this demands a self-reflective audit of current support systems, engaging in open dialogue with families and communities to understand their unique needs, and allocating resources with discerning strategic patience. Professional development must become a crucible for inclusive pedagogies, empowering every educator to navigate the intricate emotional landscapes of their classrooms.

Secondly, the very architecture of our curriculum, its structure and content, demands an intellectual alchemy. The tension between breadth and depth, the overwhelming deluge of the primary curriculum, and the premature narrowing of Key Stage 3 are not mere administrative challenges; they are impediments to genuine mastery and intellectual curiosity. Education leaders must orchestrate a dynamic interplay of intention and action. This means meticulously planning and defining a culture where foundational concepts are mastered, not merely touched upon. For Key Stages 1 and 2, the imperative is a streamlined curriculum that allows for deeper exploration, much like the thoughtful cultivation envisioned in Huxley’s “Island”. At Key Stage 3, we must champion a curriculum that resists the pull of early specialization, preserving its breadth and fostering engagement. The ongoing review of EBacc constraints offers an opportunity for leaders to advocate for reforms that prioritise children’s choice and curriculum balance, recognising that a truly rich education is a symphony, not a monotone. This period requires proactive collaboration with teachers, nurturing their potential, and empowering them as the “lifeboats” of the school.

Thirdly, the relevance of our curriculum for future needs is a profound imperative. A knowledge-rich foundation remains vital, but it must be a living, evolving entity, reflecting the digital complexities, the sustainability challenges, and the global interconnectedness of our world. Leaders must relentlessly combat complacency, challenging the status quo by integrating 21st-century skills and global competencies across all subjects. This is about enriching the soil of our educational landscape so that diverse identities can flourish and childrens’ horizons are broadened beyond measure.

In essence, the Educational Landscape Review is a perpetual overture to ongoing work, a deepening commitment to educational justice. For education leaders in the coming months, it is a call to embody authentic leadership: to elevate intentionality, combat complacency, champion growth, and inspire deeper connection. By embracing these movements, we can ensure that the “Alchemy of Belief” continues to transform lives, one intentional act at a time, building a resilient, compassionate, and truly authentic education system.

Authentic Action Pathways

  • Recommit Daily to Your Purpose: Adopt the mantra, “I Fall in Love with You Every Day”. This isn’t a romantic ideal, but a conscious, deliberate choice to revitalise essential bonds with children, colleagues, families, and the fundamental mission of education itself. It’s a philosophical stance against complacency, ensuring you remain connected to the “why” behind your work.
  • Cultivate Emotional Intelligence as a Survival Mechanism: Draw lessons from the “crucible” of challenging experiences. Understand that self-awareness, self-management, social awareness, and relationship management are not just theories, but practical tools “forged in the fires of continuous crisis”. Embrace your “scars” as sources of profound self-awareness, enabling you to map the intricate emotional landscapes of schools.
  • Transform Weaknesses into Strengths: Confront perceived weaknesses head-on, just as the author transformed impatience into strategic patience and a need for control into deep trust. This journey of strengthening oneself through challenging experiences is central to authentic leadership, embracing imperfections to deepen empathy and wisdom.
  • See Beyond the Metrics – “Truly See”: As inspired by John Berger’s “Ways of Seeing,” strive to “truly see” beyond superficial data points to the human stories and individual complexities within your school. This holistic view is essential for understanding the nuances of equitable access and outcomes.
  • Champion Intentionality: Meticulously plan and define the culture you wish to cultivate, much like the author’s articulation of “Belonging, Connection, and Purpose”. Intentionality elevates every action, ensuring alignment with your core values and desired outcomes.
  • Combat Complacency with Healthy Disruption: Don’t shy away from challenging the status quo. Use tools like anonymized student narratives to highlight the human cost of insufficient systems, fostering a healthy disruption that leads to improvement.
  • Empower Middle Leaders – Your “Lifeboats”: Actively cultivate the potential of your middle leaders, whom the blog affectionately terms the “lifeboats” of the school. This distributed leadership, informed by Alma Harris’s insights, empowers others and builds collective capacity.
  • Inspire Deeper Connection and Resonant Harmony: Foster empathetic listening and consistent adult behaviour. Remember Paul Dix’s principle, “When the Adults Change, Everything Changes,” and strive to build a community where belonging is fostered through fairness and mutual respect, guided by the “unseen contract” of Tim Scanlon.
  • Foster Open Dialogue and Collective Wisdom: Encourage open dialogue about both achievements and challenges. This fosters a culture where collective wisdom can flourish, leading to continuous improvement and a shared sense of ownership.

Authentic Pathways

Pathway 1: Be Clear About What We’re Doing – Our School’s Heartbeat

  • This is about making sure everyone knows why we’re teaching what we’re teaching, and how it connects to our school’s values and goals.
  • Define Our School’s Culture: Let’s work together (teachers, leaders, maybe even students and parents) to decide what makes our school special – like feeling like you belong, having good connections, and understanding our purpose. This will guide everything we do.
  • Check Our Lesson Plans: Look at our subject plans. Do they show how we help students feel like they belong, connect with others, and find their purpose? Do they push students to aim high?
  • Understand Why We Test: For every test or assessment, let’s be clear about its reason. Is it to help students learn, to see what they know, or to find out where they need help? How does each test help students feel connected to their learning journey?
  • Listen to Everyone: Make sure we have ways to hear from everyone involved – teachers, students, parents, and school leaders – as we go through this review.

Pathway 2: Don’t Just Stick to the Old Ways – Look for What’s Missing

  • This pathway is about honestly looking at what we’re doing now and finding ways to make it better, even if it means trying new things.
  • Hear From Students: Let’s find ways to collect honest, anonymous feedback from students about what they like (or don’t like) in their lessons and tests. This helps us see the real impact of our system.
  • Map Our Lessons: Let’s look at all our lesson plans across different years. Are we repeating too much? Are there big gaps? Are we forcing younger students to focus too early on exam subjects, making them bored later?
  • Check How Many Tests We Do: Let’s count all the tests and assignments students have, especially older ones. Ask students and teachers if they feel too much stress from tests, and if every test is truly useful.
  • Talk About Why Students Zone Out: Get teachers together to talk openly about why students might lose interest in lessons or tests. Let’s not be afraid to shake things up a bit if needed.

Pathway 3: Help Everyone Grow – Empowering Our Key People

  • This pathway is about helping our colleagues, especially our subject leaders, get better at what they do and lead improvements.
  • Train Our Subject Leaders: Give special training and support to our subject leaders. Teach them how to develop lessons and design tests, and how to lead their teams effectively. They are like the “lifeboats” of our school, guiding us.
  • Update Our Lessons: Ask our subject leaders and teachers to brainstorm ideas for making our lessons more modern. How can we include topics like digital skills, caring for the planet, world issues, and show different cultures and viewpoints?
  • Invent Better Tests: Encourage our subject leaders and teachers to come up with new, creative ways to test students. The aim is to make tests less stressful but still show what students have learned and really help with reading and writing skills.
  • Learn Together: Start or restart groups where teachers can learn from each other about the best ways to teach. Focus on helping all students learn deeply and get the support they need, especially those who find learning harder.

Pathway 4: Build Stronger Connections – Creating a Supportive Community

  • This pathway is about making our school a place where everyone feels connected and respected, and where decisions are made together.
  • Listen and Get Feedback: Set up ways for teachers and students to regularly give feedback on new lesson ideas or test changes. Listen carefully and openly to everyone, remembering that “When the Adults Change, Everything Changes.”
  • Agree on Fair Testing: Have discussions to make sure everyone agrees on what fair and respectful testing looks like. This is about building trust and making sure everyone feels like they belong, based on an “unseen agreement” of fairness.
  • Try Out New Ideas: Pick a few key areas or subjects to try out new lesson plans or test methods first. See how they work, get feedback, and make changes as needed. We don’t have to get it perfect right away.
  • Share Our Progress: Clearly tell everyone – students, parents, staff, and school leaders – about the changes we’re making and why they’re good. Celebrate our successes and show that we’re all working together to make our school better and fairer for everyone. This is a continuous journey towards fairness in education.

Finally, embrace the “Perpetual Overture”: Recognise that leadership is not about a final destination, but a “perpetual overture” to ongoing work. This mindset encourages continuous improvement and a deepening commitment, allowing for adaptability in the face of evolving challenges.

And with that, there will be a round up for subscribers in the next couple of days and I will be back around results week. In many respects I hope you are re-visiting this after a good, restful and well-earned break. For me, the rest comes when I have cleared and sorted my mind into the right boxes, ready for moving onto the next academic year.

Requiesce et otium sume.

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