This past week—beginning with my well-planned start to the year unravelling spectacularly at 7:05 a.m. on Monday, September 1st—has been a whirlwind of unexpected challenges. It’s been a series of unfortunate incidents that make this job both compelling and, at times, maddening. But amidst the chaos, I’ve been reminded that authentic leadership isn’t about the sprint—it’s about the marathon. It’s a journey that demands endurance, vulnerability, and a commitment to growth. This reflection is for anyone who works with me, offering insight into what it means to lead authentically, especially when everything feels like it’s wobbling.
From Sprint to Sustained March
Leadership is often romanticised as a series of grand, heroic gestures—decisive moments that lead to swift victories. The myth of Pheidippides, the Greek messenger who ran a frantic, dying sprint to announce victory, embodies this misconception. This model, while dramatic, often leaves leaders and their teams drained and disillusioned.
In contrast, the historical reality of the marathon offers a richer metaphor. The Athenians didn’t rely on a lone hero; they marched together as a unified army, demonstrating collective strength and shared purpose. This sustained, unified march is a far more accurate representation of authentic leadership—a continuous, deliberate, and profoundly human endeavour. Many of us have felt like Pheidippides—exhausted, overwhelmed, and sprinting toward an elusive finish line. But the truth is, we’re not alone. We are part of a team, a community, and a shared mission. The real work of leadership lies in walking together, even when the path is unclear.
Embracing the Wobble Zone
As we march forward, we inevitably enter what psychologist Carol Dweck might call the “wobble zone”. This is the uncomfortable, uncertain space between our comfort zone and our stretch zone—the place where growth happens. Dweck’s research on mindsets reveals that our beliefs about our abilities shape how we respond to challenges. Those with a fixed mindset see intelligence and talent as static, leading them to fear failure and avoid risk. This is the curse and the first failings of a teacher and a leader. We grow pepole; children and adults alike. We grow ourselves by our contact with people and experiences.
In contrast, those with a growth mindset understand that abilities can be cultivated through effort and perseverance.
The wobble zone is where authentic leadership is tested. It’s where mistakes are made, self-doubt creeps in, and the temptation to revert to old habits—such as micromanagement or a lack of transparency—is strongest. But it is also where transformation begins. An authentic leader doesn’t shy away from the wobble zone; they lean into it. They use discomfort as a catalyst for reflection, connection, and renewal. This means acknowledging fatigue, showing vulnerability, and engaging transparently with the team. It means saying, “This week was hard,” and asking, “How do we move forward together?”
A Renewed Commitment to the March
The true work of authentic leadership isn’t about surviving the chaos of a single week; it’s about using those challenges to forge a stronger path forward. As we continue our march together, let’s turn the lessons of the wobble zone into a renewed commitment to our shared journey.
Elevate Intentionality
Instead of simply reacting to challenges, let’s be more intentional about how we lead. This means making a conscious choice to lead from a place of purpose and values, not from a place of fear or exhaustion. When the path is unclear, intentionality allows us to regroup and remember our shared mission.
Combat Complacency
Authentic leadership demands endurance, not comfort. The marathon requires us to continuously move forward, even when it feels difficult. We must actively resist the urge to retreat or become complacent when faced with setbacks. Each wobble is an opportunity to strengthen our resolve and reaffirm our commitment.
Champion Growth
Let’s embrace the wobble zone not as a sign of failure but as the very space where growth happens. By adopting a growth mindset, we can transform mistakes into lessons and self-doubt into a catalyst for positive change. This means celebrating small victories and supporting each other through every misstep.
Inspire Deeper Connections
Finally, the march is a collective effort. Authentic leadership is about walking together, not alone.
By showing vulnerability and transparency, we inspire deeper connections and build a unified community. The victory isn’t about reaching the finish line first; it’s about making sure we all get there together. Let’s continue the march, not as sprinters chasing fleeting victories, but as a community committed to the long road of meaningful leadership.
Finally, it is almost, very nearly Friday, isn’t it?
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/Nation
Grade 7/A+ (2025)
Grade 7/A+ (2019)
Grade 4/C+ (2025)
Grade 4/C+ (2019)
North-east England
17.8%
16.4%
64.9%
63.8%
North-west England
18.8%
18.6%
64.2%
64.9%
Yorkshire & the Humber
18.4%
17.8%
63.6%
64.1%
West Midlands
18.5%
18.1%
62.9%
63.8%
East Midlands
18.1%
18.3%
65.0%
65.8%
Eastern England
22.2%
20.5%
68.0%
67.1%
South-west England
21.4%
20.4%
67.8%
67.1%
South-east England
24.6%
23.5%
70.0%
69.3%
London
28.4%
25.7%
71.6%
71.5%
England
21.8%
20.7%
67.1%
66.9%
Wales
19.5%
18.4%
62.5%
62.2%
Northern Ireland
31.6%
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.
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.
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.
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
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’.
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.
The Key Stage 4 (KS4) curriculum in England is a complex and vital composition, orchestrating the learning journey of young people through two formative years. To truly capture its essence and the elements that elevate it to excellence, we can envision it as a four-movement symphony, each movement building upon the last to create a harmonious and impactful educational experience.
Movement I: Elevate Intentionality
The symphony begins by establishing a clear and purposeful direction, elevating the intentionality behind every aspect of the KS4 curriculum. This movement sets the foundational themes of a broad, balanced, and ambitious educational offering. It acknowledges the statutory requirements—the core pillars of English, Mathematics, and Science—which provide the essential academic bedrock. However, intentionality extends beyond mere compliance. It quickly expands to introduce the rich orchestration of subjects beyond these: the deep narratives of Humanities, the expressive colours of the Arts, the practical rhythms of Design and Technology, the logical structures of Computing, and the global melodies of Modern Foreign Languages. This opening movement declares that an excellent curriculum is not merely a list of subjects, but a comprehensive landscape meticulously designed to allow every student to discover their intellectual range and potential. This broad and balanced offering serves as the fertile ground, enabling a curriculum that is divergent and developed as the antidote and natural extension of a broad and balanced curriculum, ensuring every young learner has the opportunity to engage with and excel across a wide spectrum of knowledge with a clear purpose.
Movement II: Combat Complacency
Following the initial statement of intent, the symphony transitions into a movement dedicated to actively combating complacency in learning. This is where the true joy of learning finds its voice, forming the very heartbeat of an excellent KS4 curriculum, pushing beyond the mundane. It’s in this movement that we hear the quiet but profound resonance of a child experiencing the “aha!” moment—that sudden, illuminating spark of understanding when a complex concept resolves into clarity, shaking off any passive acceptance of information. Here, the curriculum actively fosters a sense of awe and wonder, whether through the intricate beauty of mathematical proofs, the breathtaking discoveries of scientific inquiry, or the emotional depth uncovered in a piece of literature. This movement celebrates the intrinsic motivation that blossoms from curiosity and intellectual satisfaction, a motivation far more powerful and sustainable than rote memorisation driven by exam pressure. Schools that master this movement create not just exam passers, but lifelong learners whose intellectual curiosity actively seeks out knowledge and continues to hum long after the final bell.
Movement III: Champion Growth and Evolution
The third movement, a dynamic and often intricate Scherzo, captures the active process of championing individual growth and the evolution of a student’s educational path. For students, the options process is akin to navigating a complex marketplace—their first significant foray into shaping their own educational destiny. This marketplace, with its array of academic, vocational, and technical qualifications, presents immense potential for students to choose pathways where they can genuinely thrive and evolve. It’s a moment of burgeoning independence, allowing them to sculpt their educational identity. Yet, like any complex market, it demands careful navigation. Without wise guidance, this newfound freedom can become overwhelming, leading to choices that may not align with long-term potential or genuine passion. The success of these crucial subject choices, and indeed the overall effectiveness of the KS4 curriculum, lies in a delicate interplay of influences. It sits somewhere between the ambitions of the child, fuelled by a newfound interest or a clear career goal; the influence of the parent, offering perspective and encouragement based on their understanding of their child’s strengths; and crucially, the success of the subject at Key Stage 3, providing the foundational experience and confidence for future growth. When these three elements align, the conditions for a student to truly thrive and evolve are optimally championed.
When the Centre Cannot Hold:
However, when the intentionality falters, complacency takes root, and the championing of growth is neglected, the KS4 curriculum can unravel. The “complex marketplace” of options transforms into a bewildering maze, where students, lacking wise guidance, make choices driven by fleeting trends, peer pressure, or a desperate attempt to avoid perceived weaknesses. The delicate interplay of ambition, parental influence, and Key Stage 3 success breaks down. A child’s true ambitions may be stifled by a narrow curriculum offer or a lack of understanding about future pathways. Parental influence, if uninformed or overly prescriptive, can steer a child towards unsuitable subjects, leading to disengagement and underachievement. Most critically, a weak foundation in Key Stage 3 subjects can leave students ill-equipped for the demands of GCSEs, leading to a sense of failure and a loss of confidence. In such scenarios, the “aha!” moments become rare, replaced by frustration and a growing disinterest in learning. The joy of discovery is extinguished, and the curriculum, instead of fostering growth, becomes a source of anxiety and disillusionment. When these elements fall apart, the centre of a truly excellent education cannot hold, and students are left adrift, ill-prepared for their future and disconnected from the profound potential of learning.
Movement IV: Inspire Deeper Connection
The symphony culminates in a powerful and unifying Finale, bringing together all the preceding themes into a cohesive whole that inspires deeper connection—to knowledge, to self, and to the wider world. This movement focuses on the holistic outcomes of an excellent KS4 curriculum, demonstrating how it prepares students for their future by fostering meaningful engagement. It’s about more than just qualifications; it’s about developing essential skills—communication, critical thinking, problem-solving, and teamwork—that are indispensable in an ever-evolving world and deepen a student’s connection to their capabilities. The Finale underscores the curriculum’s role in providing students with the knowledge and skills they need to progress confidently to further education, training, or employment, supported by high-quality careers guidance that helps them connect their learning to real-world opportunities. Ultimately, this concluding movement reveals that an excellent KS4 curriculum is a dynamic and responsive entity. It is ambitious in its academic rigour, broad in its offerings, deeply attentive to the individual needs and aspirations of each student, and committed to fostering intellectual curiosity, building resilience, and equipping young people with the confidence to navigate an ever-changing world. The true harmony of this symphony lies in its ability to ensure that the journey of learning remains a source of profound joy, discovery, and preparation for a fulfilling future, inspiring a deeper and lasting connection to all they have learned.
The Fading Echo and the Four Movements: Reclaiming the Daily Dawn of Enthusiasm
Reflecting on my recurring motifs, the daily renewal of connection and the conscious choice to embrace love anew – brings a poignant contrast to the experience of losing enthusiasm. Our narrative explores the deliberate act of reigniting passion, the intentionality required to nurture affection despite the predictable rhythm of life. But what happens when that initial spark, that inherent zest for the day and its possibilities, begins to fade? What does it feel like when the daily dawn, once anticipated with warmth, becomes a muted, grey affair? Everything I am writing here has an unseen backdrop – the psychodrama of being a husband and father; being middle aged and for some reason feeling rather surprised that not only does this trip off my tongue with alarming ease, but also micro stabs me when I see it on the page. I suppose, what if reclaiming the daily dawn of enthusiasm is an uphill struggle?
The loss of enthusiasm isn’t a sudden cataclysm; it’s a gradual erosion, a slow dimming of the internal flame. It begins with a subtle shift in perspective. The vibrant colours of the world seem to lose their saturation, the once-intriguing now feels commonplace. The anticipation that fuels action, the very energy that propels us to engage and create, starts to dissipate. It’s akin to the daily reset occurring not with a surge of fresh affection, but with a weary familiarity, a sense of déjà vu that breeds apathy rather than connection.
In this fading landscape, the Four Movements – Elevate Intentionality, Combat Complacency, Champion Growth and Evolution, and Inspire Deeper Connection – serve as both a supportive measure and a potent reminder of the active choices we can make to reclaim our inner spark.
Where intentionality once drove us towards engagement, its absence leaves a void filled by inertia. Elevate Intentionality reminds us that even the smallest act can be imbued with purpose. It prompts the question: What small, deliberate step can I take today that aligns with my values and brings a flicker of meaning? This movement provides a framework for consciously choosing our focus, even when motivation is low, guiding us away from passive drifting.
The “Combat Complacency” we discussed in the context of curriculum development mirrors the internal battle against a growing indifference. The once-challenging now feels insurmountable, and the comfort of the familiar, even if unfulfilling, becomes a siren song. Combat Complacency urges us to resist this pull. It whispers: Where have I become stagnant? What small challenge can I embrace today to disrupt this inertia and reignite my curiosity? This movement encourages us to actively seek novelty and push beyond the boundaries of our comfort zone, even in small ways.
The vibrant “Growth and Evolution” we championed transforms into a stagnant plateau. The curiosity that once propelled us to explore new ideas and experiences withers. The sense of personal progress, the feeling of moving forward, diminishes, replaced by a monotonous repetition of routine. Champion Growth and Evolution acts as a gentle nudge: What small act of learning or exploration can I commit to today, even if it feels insignificant? How can I cultivate a sense of forward momentum, however small? This movement reminds us that growth is a continuous process, and even small steps can break the cycle of stagnation.
Perhaps the most profound impact of lost enthusiasm is on our capacity for connection, the very heart of “I Fall in Love with You Every Day.” The initial joy in shared experiences, the spark of understanding and empathy, becomes harder to ignite. Conversations feel less engaging, interactions more perfunctory. The deeper connections we once cherished seem to require an effort we no longer possess, leading to a sense of isolation even within familiar relationships. Inspire Deeper Connection offers a guiding light: What small gesture of genuine connection can I offer today? How can I be truly present in my interactions, even when my inner spark feels dim? This movement emphasizes the reciprocal nature of connection and the potential for even small acts of kindness and engagement to rekindle our own enthusiasm.
A Potential Mantra or Prayer:
“With intention, I choose a spark. Against complacency, I seek a small challenge. For growth, I embrace a tiny step forward. Through connection, I offer a moment of presence.”
Losing enthusiasm is a quiet thief, stealing not grand possessions, but the subtle joys that colour our days. It’s the muted laughter, the half-hearted effort, the dimming of the inner light that once illuminated our path. It’s the antithesis of the daily reawakening of love we explore – instead of a conscious choice to connect, it’s a gradual drifting away, a fading echo of the vibrant self we once were. By consciously invoking the Four Movements, we can find a pathway back to that vibrant dawn, actively choosing to reignite our inner fire, much like the characters in our recurring narrative choose love, day after day.
Fleshing out the “How-To” of Divergence and Development in Practice: While I believe I’ve effectively introduced the concept of a divergent and developed curriculum, I recognise that the practical steps for achieving this could be elaborated. I could dedicate future posts to:
Case Studies: I could showcase real-world examples (even anonymized or fictionalized composite ones) of schools or departments that have successfully implemented elements of a divergent and developed curriculum. This would provide concrete illustrations of my “Four Movements” in action within a curriculum context.
Practical Tools/Frameworks: I could develop specific tools or a checklist for leaders to assess their current curriculum’s “divergence” and “development” and identify areas for improvement. This could include questions for auditing subject offerings, assessment practices, or student voice mechanisms.
Overcoming Challenges: I need to directly address the “When the Centre Cannot Hold” section. I should offer practical strategies for how school leaders can realign the “ambitions of the child, the influence of the parent, and the success of the subject at Key Stage 3” to prevent curriculum unravelling and foster divergence and development.
Deepening the “Inspire Deeper Connection” Movement for Curriculum: This movement touches on essential skills and careers guidance. I could explore this further by:
Connecting to Real-World Application: I could provide more explicit examples of how a divergent and developed curriculum prepares students for an “ever-evolving world” beyond just qualifications. This could include specific pedagogical approaches that foster critical thinking, problem-solving, and teamwork.
Curriculum-Led Careers Guidance: I could discuss how careers guidance can be intrinsically woven into the curriculum, rather than being an add-on, to help students connect their diverse learning experiences to future opportunities.
Integrating the Personal “Fading Echo” with Professional Application: My “Fading Echo” section is a powerful, vulnerable reflection on losing enthusiasm. I could connect this more directly to the process of leading curriculum change:
Sustaining Leadership Energy: I could offer insights on how leaders, battling their own “fading enthusiasm,” can maintain the intentionality and resilience required to drive curriculum development, especially given the “iterative, often demanding, process of continuous design refinement” mentioned earlier in the OFSTED context.
Modelling Vulnerability in Curriculum Leadership: I could discuss how an “authentic, vulnerable leadership” approach can be applied when leading staff through curriculum shifts, particularly when encountering resistance or setbacks.
Suggestions I might offer to other authentic leaders wanting to create a Divergent and Developed Curriculum:
Elevate Intentionality in Curriculum Design:
Beyond Compliance: I would emphasize that a truly divergent and developed curriculum goes beyond statutory requirements. Leaders must be “meticulously designed” and purposeful in creating a “comprehensive landscape” of subjects that allows for intellectual range and potential.
Broadness as Foundation, Divergence as Extension: I would explain that a “broad and balanced” offering is the essential starting point, from which “divergent and developed” pathways naturally emerge, offering an “antidote” to narrowness and an “extension” of initial learning.
Curriculum Audit: I would encourage leaders to critically assess their current curriculum’s intentionality: Does it merely list subjects, or is it designed to foster discovery and diverse aspirations?
Actively Combat Complacency in Learning:
Foster “Aha!” Moments: I would challenge leaders to move beyond rote memorization and exam pressure. Instead, I’d suggest they design learning experiences that actively cultivate “awe and wonder” and the intrinsic motivation that comes from intellectual satisfaction.
Cultivate Lifelong Learners: I would stress that the goal is not just exam passers, but “lifelong learners whose intellectual curiosity actively seeks out knowledge.” Leaders should scrutinize if their curriculum inspires curiosity beyond immediate assessment.
Champion Growth and Evolution Through Thoughtful Pathways:
Guidance in the “Marketplace”: I would advise leaders to provide robust, wise guidance to students navigating the “complex marketplace” of options. This guidance should ensure choices align with “long-term potential or genuine passion.”
The Interplay of Influences: I would highlight the critical alignment of “the ambitions of the child, the influence of the parent, and the success of the subject at Key Stage 3.” Leaders should develop strategies to strengthen these three elements to ensure students truly thrive and evolve.
Strengthen KS3 Foundations: I would emphasize that a weak Key Stage 3 foundation can severely hinder KS4 success and confidence. Therefore, prioritizing a strong, enabling KS3 is crucial for a genuinely developed KS4.
Inspire Deeper Connection (Holistic Outcomes and Future Preparedness):
Skills Beyond Qualifications: I would counsel leaders to prioritise the development of essential skills like communication, critical thinking, problem-solving, and teamwork, as these are “indispensable in an ever-evolving world.” A divergent curriculum naturally provides more avenues for developing these diverse skills.
Integrated Careers Guidance: I would advocate for “high-quality careers guidance” that helps students “connect their learning to real-world opportunities,” ensuring the curriculum serves as a dynamic preparation for their future.
Fostering Belonging and Resilience: I would remind leaders that a developed curriculum contributes to a “self-sustaining” community where “belonging is fostered through fairness and mutual respect,” building resilience and confidence.
In essence, my advice to other leaders would be to move beyond a checklist approach to curriculum design and instead adopt a holistic, intentional, and student-centred philosophy that prioritizes deep engagement, personal growth, and authentic connections, thereby naturally cultivating a truly divergent and developed educational experience.
At first glance, the rigorous, often contentious world of OFSTED—with its meticulous frameworks and demanding criteria—seems far removed from the ancient, almost mystical elegance of the Golden Ratio. Represented by the Greek letter phi (ϕ), this irrational number, approximately 1.618, defines a unique proportional relationship: the ratio of the whole to the larger part is the same as the ratio of the larger part to the smaller. This mathematical harmony, closely linked to the Fibonacci sequence, manifests in nature—from sunflower spirals to nautilus shells—and has long inspired artists and architects, including Leonardo da Vinci, in their pursuit of aesthetic perfection. Imagine a line divided into two parts, ‘a’ and ‘b’, such that (a+b)/a=a/b. When this condition is met, the parts are said to be in the Golden Ratio.
Yet, in a subtly profound, if entirely metaphorical, sense, the Office for Standards in Education, Children’s Services and Skills (OFSTED) is engaged in a perpetual quest for an “educational golden ratio.” This isn’t about literally measuring classroom dimensions for aesthetic delight; it’s about discerning, and indeed striving to mandate, the precise, harmonious balance that defines truly outstanding education and care.
OFSTED’s Architectural Blueprint
Consider the core tenets of OFSTED’s enduring mission, viewed through this peculiar lens. Its standards and quality assurance frameworks are not mere bureaucratic instruments; they are blueprints for educational excellence. Like a master builder seeking perfect proportions, OFSTED aims to define the ideal balance between safeguarding, pedagogy, leadership, and pupil outcomes. They are, in essence, crafting the architectural blueprints for optimal learning environments, much like a master builder meticulously designs a structure with perfect aesthetic balance, ensuring every component aligns to an exacting, elevated standard.
Inspections, then, are not just audits but acts of discernment. Inspectors are seeking that elusive, harmonious balance—the point where safeguarding, effective learning methodologies, and genuine pupil progress coalesce into a beautiful, eminently functional educational panorama. It is the discernment of whether the individual “parts” of an institution indeed sum to a truly “golden” whole for the children it serves. And accountability and improvement? This is the iterative, often demanding, process of continuous design refinement. Should any element prove “off-kilter,” OFSTED identifies these imbalances, providing the insights deemed necessary to adjust, course-correct, and thereby guide institutions closer to that optimal, almost perfect, state of educational excellence. Thus, while ϕ will never grace an official OFSTED report, their mission is, in a witty, metaphorical sense, to assist every educational setting in discovering and achieving its own “golden standard” of quality. It is less about mathematical beauty and more about the beautiful, profound outcome of a well-run, effective, and safe learning environment.
The Underpainting of Reform
As the educational landscape prepares for OFSTED’s revised inspection framework, the regulator has begun laying down a careful underpainting—a foundational wash to support a more considered rollout. This phased approach for the autumn term of 2025, with deliberately fewer inspections in November and December led exclusively by their most experienced personnel, aims to apply a gentle initial wash to the canvas, ensuring a steady foundation. External inspectors, like new colours introduced to a complex palette, will be phased in only after rigorous training and quality checks. This emphasis on training and quality assurance, extending even to senior inspectors participating in pilot inspections under direct OFSTED leadership, underscores a commitment to precision in every stroke.
Transparency and feedback mechanisms—random exit interviews, continued post-inspection surveys, and roundtable discussions—will offer a reflective counterbalance, akin to the interplay of light and shadow in a painting, seeking a broader, more comprehensive vista of the sector. Additional measures include avoiding inspections in the final week of term, a more robust system for deferral requests, co-developed guidance materials, and a dedicated helpline. Coupled with unprecedented public access to inspector training via the OFSTED Academy, all these initiatives strive to prevent discord in the brushstrokes, aiming to reduce friction and foster trust.
The Blurred Lines of Critique
However, despite these thoughtful and ostensibly judicious procedural adjustments, an independent critique from the sector introduces a persistent blurring of lines in the distant hues. A primary concern revolves around the sheer pace of the roll-out, which many perceive as unduly rushed, risking implementation before the canvas is truly prepared. There are urgent pleas for a more measured and genuinely collaborative approach, allowing schools and colleges the vital time to adapt, to truly internalize the new perspective—a call for strategic patience rather than a frantic application of paint.
Beyond mere speed, the very design of the framework itself continues to create a fundamental disharmony in the scene. The proposed five-point grading system, for instance, is widely viewed as fundamentally flawed, a design in need of deeper, more structural reform, not merely minor adjustments. Critics contend that procedural tweaks, while perhaps alleviating immediate friction, ultimately fail to address these underlying issues with the framework’s core principles. This isn’t merely a detached policy discussion; it’s the lived reality of institutions striving for transformation against a perceived misalignment in foundational “proportions.”
Toward a More Harmonious Future
Ultimately, the quest for true reassurance and trust transcends these operational refinements. Many believe genuine confidence will only emerge from a fundamental rethinking of the inspection model itself. There is a profound desire for more meaningful engagement with the sector, aiming to co-create a system that genuinely supports improvement and nurtures growth, rather than simply enforcing compliance. This echoes the need for a system rooted in principled, passionate, and genuinely present leadership.
As the autumn term approaches, all eyes will be fixed on how OFSTED’s announced measures translate into practice, and whether they can indeed bridge the gap between procedural improvements and the sectors deeply held desire for a more supportive and effective inspection system. The pursuit of this “educational golden ratio” is therefore less a definitive conclusion and more a perpetual underpainting—the ongoing work, the deepening commitment, and the relentless pursuit of an inspection system that truly serves its profound purpose of educational justice, thereby helping compose a more just, connected, and flourishing society.
And for the authentic amongst us…
School leaders should aim to achieve an “educational golden ratio” by focusing on a harmonious balance between safeguarding, pedagogy, leadership, and children’s outcomes.
This involves discerning how the individual parts of their institution contribute to a truly “golden” whole for the children it serves.
In practice, this means:
Striving for excellence: School leaders should view OFSTED’s frameworks as blueprints for educational excellence, not just bureaucratic instruments.
Continuous refinement: They should engage in an iterative process of continuous design refinement, adjusting elements that are “off-kilter” to guide institutions closer to an optimal state of educational excellence.
Engaging with reforms: As OFSTED’s revised inspection framework rolls out, leaders should be prepared for a phased approach, with an emphasis on training and quality checks for inspectors.
Providing feedback: School leaders should utilize transparency and feedback mechanisms, such as post-inspection surveys and roundtable discussions, to offer a broader view of the sector.
Utilising support: They should be aware of and utilise additional measures provided by OFSTED, such as avoiding inspections in the final week of term, a more robust system for deferral requests, co-developed guidance materials, and a dedicated helpline. Public access to inspector training via the OFSTED Academy is also available.
Advocating for change: Leaders should continue to advocate for a more measured and genuinely collaborative approach to reforms, particularly concerning the pace of roll-out and fundamental issues with the framework’s core principles, such as the proposed five-point grading system.
Seeking meaningful engagement: There is a desire for more meaningful engagement with the sector to co-create a system that truly supports improvement and nurtures growth, rather than simply enforcing compliance. This aligns with the need for a system rooted in principled, passionate, and genuinely present leadership.
The Authentic Leader 