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?
There was always going to be a point where the dual blogs would find a beautiful intersection. This is a piece that started for ‘The Authentic Leader’, and then changed. Initially published on ‘The Centre Cannot Hold’, I offer it to a different audience here.
In 2025, the United Kingdom is grappling with a profound and multifaceted sense of alienation, a feeling of being disconnected from one’s community, institutions, and even one’s own potential. This disassociation is not a singular phenomenon but rather a tangled web of socio-economic and political forces that manifest across three seemingly distinct domains: the classroom, the concert hall, and the political arena. By examining the education crisis, the artistic legacy of Billy Mackenzie, and the weaponisation of misinformation in political debate, a clear picture emerges of a nation grappling with a collective sense of profound disconnection.
An Analysis of the Interplay between Parental Engagement, Student Conduct, and Socioeconomic Disadvantage in the UK Education System
The UK’s education system is currently facing a significant challenge characterized by a reported behaviour and attendance crisis. This issue has moved to the forefront of political and public discourse, with government officials, including the Education Secretary, calling for a united effort involving parents, carers, and schools to get children, “at their desks and ready to learn”. While the government’s “Plan for Change” and other policy initiatives are framed as a direct response to this perceived crisis, this report deconstructs the complex and often misunderstood relationship between parental involvement, student behaviour, and social class in the UK. It moves beyond a simplistic narrative of individual responsibility to examine the deep-seated, structural factors that shape these dynamics.
The public narrative places the onus on schools and parents, yet it conveniently overlooks the systemic barriers that prevent genuine parental engagement. For many disadvantaged families, the psychological, financial, and time constraints of poverty create a profound disconnect from the school system. Parents with inflexible jobs or who are themselves products of a difficult school experience often feel like outsiders, unable to navigate the “daunting” institutional environment. This sense of alienation from the education system is then passed down to their children, who, as a result, are nearly six times more likely to be excluded. The consequence is a cycle of academic failure and social exclusion, where a child’s background becomes a self-fulfilling prophecy of being left behind. In this sense, the classroom is not a place of connection and opportunity, but a field of systemic disengagement, mirroring broader societal inequalities.
This sense of disassociation and being fundamentally misunderstood is powerfully reflected in the tragic life and art of Billy Mackenzie. His hit song, “Party Fears Two,” is a masterful exploration of feeling like an imposter, a feeling of being in a room where one does not belong. The song’s beautiful, commercially successful veneer belied a deep personal struggle with anxiety and a profound aversion to the very fame it brought him. Mackenzie’s self-destructive refusal to embrace a world tour was the ultimate act of alienation—a conscious choice to reject the very system he had successfully infiltrated. His story serves as a poignant artistic mirror to a wider, national sentiment of being an outsider. In a society that often promises success and inclusion through conformity, his is a powerful example of the deep psychological cost of pretending to fit in, and the alienation that can result when one’s inner reality clashes with their public persona.
“The party fears are going to get you” From an early age, Billy Mackenzie was an outsider. Growing up in Dundee, his flamboyant style and unique vocal talent made him stand out but also made him a target. He was a flamboyant artist in a city known for its industrial grit. The “party fears” in his lyrics were not just abstract anxieties; they were a direct reflection of a deep-seated fear of social conformity and an intuitive understanding that true individuality would always be at odds with the mainstream. His artistic process itself was an act of alienation—he often worked in a hermetically sealed creative bubble, eschewing commercial advice and producing music on his own terms. This deliberate creative isolation was a protective measure, a way of ensuring his artistic vision was never compromised by the very “wolves” he would later sing about.
“I’ll buy you a drink, and then I’ll leave you for the wolves” This lyric captures the paradox of Mackenzie’s relationship with the music industry and fame. The drink is the temporary comfort of success, the brief moment of commercial validation. However, the “wolves” represent the insatiable demands of the industry—the relentless touring, the invasive media, and the pressure to conform to a pre-packaged public persona. For Mackenzie, this was a form of psychological predation that he couldn’t bear. His refusal to tour the United States after the success of “Party Fears Two” was not an act of professional incompetence but a radical statement of self-preservation, a rejection of the very system that had granted him a taste of success. He preferred to be an outsider rather than be consumed by a world that felt fundamentally inauthentic.
“I am not the one who knows you” This final line is perhaps the most devastatingly honest. It speaks to the ultimate alienation—the disconnect from oneself that comes from living an inauthentic life. It’s the moment of recognition that the person you present to the world is not who you are, a feeling of being a stranger to your own identity. For Mackenzie, who wrestled with depression and anxiety throughout his life, this lyric captures the tragic essence of his story. His art gave him a platform to be seen, but he felt unseen and unknown by the very people who celebrated him. His life, and his tragic death, is a powerful reminder that while we can connect through art, we still must do the work of connecting with each other and with ourselves to combat the corrosive effects of alienation.
Political discourse in the UK has become a primary engine of collective alienation. Political figures like Nigel Farage, through the cynical weaponisation of misinformation, actively work to sever citizens’ trust in their own institutions. By taking complex legal and political events and reframing them as personal betrayals by a faceless elite, they alienate citizens from the very systems designed to serve them. This tactic creates an environment where patriotism is no longer about a shared love of country, but a tribal loyalty test based on a hatred of “the other.” The result is a toxic form of political alienation where facts are irrelevant, institutions are illegitimate, and civil discourse is impossible. In this environment, citizens are forced to retreat from public life, further isolating themselves and losing faith in the very concept of a shared national identity.
Weaponisation of Legal Cases The cynical use of legal and political events is a key component of this alienation. A figure like Nigel Farage, for example, can seize upon a ruling from the European Court of Human Rights on the Rwanda policy. He can then deliberately misrepresent the details, framing the court as an unaccountable foreign power actively working against the British people. This is a deliberate and repeated manipulation that takes a grain of legitimate concern, wraps it in false claims, and points the finger at a convenient scapegoat. His past actions, like the £350 million bus claim for the NHS or the misinformation about EU army conscription, follow the same pattern. It is a calculated strategy to sow distrust and make people feel that their country is under siege by unseen and malicious forces.
Patriotism as Performance, Not Principle What makes this tactic particularly insidious is how it’s wrapped in a veneer of patriotism. This performative brand of nationalism is a weapon of choice for many authoritarian populists. It repackages complex policy questions as tribal loyalty tests, insisting that being patriotic means believing a politician’s lies. In this distorted view, respecting facts and the rule of law is reframed as an elite betrayal. The irony is that this manufactured narrative of betrayal is the real betrayal. When political leaders spread false information about the very institutions that protect our rights, they are attacking the foundations of democratic governance. They are teaching people to distrust the systems designed to serve them, turning patriotism from a love of country into a hatred of one’s neighbours’.
This is a mindset that manifests in tangible, public ways, perhaps most visibly in the proliferation of St. George’s flags. What was once a symbol of national pride during international sporting events is now being co-opted and stripped of its context, painted on roundabouts, or hung from windows, often in a way that feels more like a territorial marker than a unifying emblem. Similarly, The Associates’ defiant cover of David Bowie’s “Boys Keep Swinging” serves as a powerful artistic counterpoint to this. Bowie’s original was a joyful, flamboyant embrace of queer identity and self-expression. The Associates, led by the equally theatrical Billy Mackenzie, re-interpreted the song with a stark, unsettling beauty. The cover wasn’t just a tribute; it was a reassertion of the very individuality that the new, jingoistic patriotism seeks to erase. It stands in direct opposition to the simplistic, one-dimensional identity of flags on roundabouts, reminding us that true British culture is complex, rebellious, and deeply personal, not a flag to be waved in tribal displays of feigned unity.
Ultimately, the UK in 2025 is defined by a crisis of connection. From the classroom where children are left behind, to the world of art where success leads to retreat, and to the political sphere where citizens are deliberately pitted against one another, a deep sense of alienation permeates modern British life. The education crisis reveals a socio-economic alienation, the story of Billy Mackenzie highlights a psychological and artistic alienation, and the state of political discourse exposes a civic alienation. Recognizing these interconnected forms is the first step toward addressing the profound sense of disconnection that threatens to pull the nation apart.
A Checklist for a More Connected UK in 2026
As we move into 2026, here is a checklist of actionable steps that society can take to make things better for all citizens of the UK and combat the crisis of alienation, framed by a new set of guiding principles.
Elevate Intentionality
Implement targeted, home-based support programs for disadvantaged parents to help them actively engage in their children’s learning.
Prioritise funding for school mental health services to address the underlying causes of behavioural issues and provide support for both students and families.
Encourage schools to use clear, jargon-free communication and build stronger, more personal relationships with parents.
Advocate for stronger media literacy education in schools to equip citizens with the tools to identify and resist misinformation.
Combat Complacency
Invest in community transport and public spaces to combat social and physical isolation, particularly for older citizens and those in rural areas.
Support and amplify organisations dedicated to promoting civil and empathetic political discourse, such as Compassion in Politics.
Promote local community initiatives that encourage face-to-face interaction and build a sense of shared purpose and identity beyond online echo chambers.
Champion Growth
Prioritise funding for school mental health services to address the underlying causes of behavioural issues and provide support for both students and families.
Support arts and cultural programs that celebrate diversity and provide platforms for genuine human expression, offering alternatives to the commercialized and isolating aspects of mainstream culture.
Encourage intergenerational projects that bring different age groups together to share skills and experiences, fostering a greater sense of connection and mutual understanding.
Create Deeper Connections
Encourage schools to build stronger, more personal relationships with parents.
Promote local community initiatives that encourage face-to-face interaction and build a sense of shared purpose and identity beyond online echo chambers.
Encourage intergenerational projects that bring different age groups together to share skills and experiences, fostering a greater sense of connection and mutual understanding.
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.
Factor
Sub-level
2024-25 (£)
2025-26 (£)
Variance Excl. Grant Transfer (£)
Variance Excl. Grant Transfer (%)
Basic Entitlement
Primary
3,562
3,847
264
0.6%
Age Weighted Pupil Unit (AWPU)
Key Stage 3
5,022
5,422
371
0.6%
Age Weighted Pupil Unit (AWPU)
Key Stage 4
5,661
6,113
419
0.6%
Deprivation
Primary FSM
490
495
0
0%
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 Evaluation
Description
Grading Scale
Curriculum
Design and implementation of the school’s curriculum.
Five-point scale (details to follow)
Developing Teaching
Quality and effectiveness of teaching practices.
Five-point scale (details to follow)
Leadership and Governance
Effectiveness of leadership and management structures.
Five-point scale (details to follow)
Behaviour and Attitudes
Pupil conduct and the school’s approach to fostering positive behaviour.
Five-point scale (details to follow)
Attendance
Pupil attendance rates and the effectiveness of attendance policies.
Five-point scale (details to follow)
Personal Development and Well-being
How the school supports pupils’ personal growth and mental health.
Five-point scale (details to follow)
Achievement
Pupil progress and academic outcomes.
Five-point scale (details to follow)
Inclusion
Support for vulnerable and disadvantaged pupils, including SEND.
Five-point scale (details to follow)
Safeguarding
Meeting 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
Keeping Children Safe in Education (KCSIE) 2025: Find the official statutory guidance that outlines the legal requirements for schools and colleges to safeguard and promote the welfare of children.
Early Years Foundation Stage (EYFS) Framework: Access the statutory framework that sets the standards for learning, development, and care for children from birth to five.
School Funding and National Funding Formula (NFF): Get details on the NFF, the high needs budget, and the specific grants that have been rolled into the core budget.
Qualified Teacher Status (QTS) Routes: Explore the official information on how to obtain QTS for new teachers, including for those trained outside the UK.
Ofsted News on the New Report Card System: Read the official announcement on the planned move away from a single-word judgment to a more detailed report card system.
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.
Sometimes, the most profound acts of self-care are born from unexpected, spur-of-the-moment decisions. A sudden break from the relentless demands of school leadership, a spontaneous turn towards the coast, can be more than just a vacation; it can be a declaration of freedom, a desire for change, and a fundamental need for rest. Such was the case with an impromptu trip to Lyme Regis, a decision driven by an authentic leader’s innate understanding that true vitality, much like the “daily recommitment” to a mission, requires conscious revitalisation. This wasn’t merely about escaping work, but about embracing a different rhythm, a necessary recalibration of mind and spirit.
There are few experiences as universally cherished and profoundly restorative as a day spent by the sea. The unique confluence of sensory inputs, psychological detachment, and natural beauty offers a potent antidote to the stresses of modern life. And for those seeking a particularly grounding and historically rich escape, Monmouth Beach in Lyme Regis stands as a testament to the enduring benefits of coastal immersion. As much as a walk hand-in-hand, as much as that self-indulgent moment, as much as that guilty pleasure.
Stepping onto Monmouth Beach, the immediate shift in atmosphere is palpable. The soft, rhythmic whisper of sand found on other shores is replaced by the satisfying, percussive tumble of pebbles underfoot, a natural symphony orchestrated by the ebb and flow of the tide. This distinct soundscape instantly draws one into a state of mindfulness, the consistent, predictable rhythm acting as a balm to a restless mind. The rhythmic crackle of waves retreating from this pebbled shore. The air, crisp and saline, invigorates the senses, carrying the subtle scent of the ocean that promises rejuvenation. This refreshing breeze is often laden with beneficial negative ions, which are believed to enhance mood and energy levels, contributing to a profound sense of well-being. Visually, the vast expanse of Lyme Bay stretches out, meeting the horizon in a calming blue, embodying the “blue space” effect that soothes the mind and encourages a sense of peace. The dramatic, ancient Ware Cliffs loom overhead, a powerful reminder of geological time, further enhancing the feeling of perspective.
Monmouth Beach, in particular, encourages a unique form of engagement that fosters deep relaxation: fossil hunting. This isn’t merely a pastime; it’s a meditative act. With eyes scanning the shingle and pebbles, seeking the tell-tale spiral of an ammonite or the subtle imprint of a belemnite, the mind is entirely absorbed in the present moment. Worries about deadlines, errands, or digital notifications simply recede, replaced by a focused, almost childlike wonder. The discovery of a 200-million-year-old fossil, a tangible link to a primordial world, provides not just a thrill but a profound sense of perspective, shrinking contemporary anxieties against the backdrop of deep time. This deliberate engagement offers a powerful disconnect from the digital world, allowing the mind to truly reset.
Beyond the profound natural engagement, a day at the seaside also offers the simple, unadulterated pleasure of embracing local traditions. The consumption of classic seaside foods – a warm, hearty pasty, the comforting crunch of freshly fried fish and chips, followed by a sweet, cooling ice cream – becomes an integral part of the restorative experience. These culinary delights, savoured with the salty air on one’s tongue and the sound of the waves in the background, ground the moment in pure, unpretentious joy, further cementing the break from everyday pressures.
The physical act of walking on the uneven terrain of Monmouth Beach, feeling the pebbles shift and settle, offers a gentle yet effective form of exercise. This natural grounding, combined with the fresh sea air and the subtle boost of sunlight, contributes to a feeling of holistic physical and mental well-being. Mentally, the expansive views and the sheer scale of the natural environment encourage “big picture” thinking, allowing for a healthy detachment from personal concerns and a renewed sense of clarity. The absence of urban clamour and the presence of natural elements provide a unique environment for the nervous system to rebalance.
A day at Monmouth Beach is more than just a break; it’s a reset for the mind, body, and spirit. It’s an opportunity to reconnect with the elemental forces of nature, to engage the senses in a deeply satisfying way, and to find quietude in the rhythmic dance of the sea. The rugged beauty, the whisper of ancient history in every stone, and the sheer simplicity of the experience combine to offer a truly profound and lasting sense of peace, leaving one refreshed, re-energised, and ready to face the world anew.
I write this to encourage the day out, experience the Great British Holiday against the GBH of the working world; I write this to also carry something of those moments with me. A reminder of the need to be more Lyme Regis in depths of November, at the heights of the exam season and on that Monday morning when nothing seems to be going to plan and all that is left is the complexities of unravelling the issues and concerns of others.
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 