Tips, Ideas, Guidance and Advice for School Leaders

Discover everything about Ofsted's 2025 framework changes for school leaders. New report cards replace single grades, inspections resume November 2025.

Before using AI in school, explore the risks, benefits and leadership decisions that matter. Five prompts to support clear, confident reflection.

An update to this blog can be found here. At the time of writing, the 2025 edition of Keeping Children Safe in Education hasn’t yet been published. Usually, schools can expect a draft version of KCSIE by late May. This gives DSLs and headteachers time to understand any changes, update policies and shape INSET content before September. That hasn’t happened this year and while there’s no official delay that we know of, the silence is noticeable. So what’s going on? What might be coming? And how can we prepare now without rewriting everything twice? Why hasn’t KCSIE 2025 been published yet? There’s been no formal explanation but here’s what we know: A 12-week government Call for Evidence on safeguarding practice closed in June 2024. Many expected it to inform a significant revision of KCSIE 2025, but the findings were never published. The 2024 General Election likely paused or reset several DfE timelines. It’s not yet clear how the new government intends to handle the previous consultation, or whether they’ll refocus on different priorities. Two major pieces of legislation — the Crime and Policing Bill and the Children’s Wellbeing and Schools Bill — are still working through Parliament. Both contain measures that would affect KCSIE if passed. Rather than pushing out a draft too soon, the DfE may be waiting to align the guidance with legislative progress. Or we may see a short-term administrative update followed by a fuller revision later. At this point, it’s impossible to say. What changes might be coming? Here’s what’s been discussed or proposed over the past year, though none of it is confirmed at this point. 1. Mandatory reporting of child sexual abuse The Crime and Policing Bill includes a statutory duty for people working in regulated activity to report known or suspected sexual abuse. This would be a significant change in safeguarding culture and procedure and we’d expect KCSIE to reflect it across Parts 1, 2 and 4. If this becomes law, schools will need to review: ✓ how staff are trained to recognise and report concerns ✓ how leaders record, triage and act on those concerns ✓ how this new duty interacts with existing LADO and allegations procedures 2. Increased references to AI and digital safeguarding The same Bill also tackles emerging risks from AI-generated child abuse imagery and online exploitation. If included in KCSIE, it’s likely to appear in safeguarding risks, staff training content and the wider online safety curriculum. 3. Stronger multi-agency requirements and local oversight The Children’s Wellbeing and Schools Bill could bring in clearer expectations around: schools' roles in multi-agency safeguarding arrangements child protection teams and local decision-making registers of children not in school It also links to wider changes around data sharing, elective home education and early help — any of which may need reflecting in school policies or procedures. 4. Potential shift in the DSL role The 2024 Call for Evidence flagged concerns about the scale and complexity of the DSL role. While no concrete proposals have been shared, it’s possible that: the scope or structure of the role could change greater emphasis might be placed on shared safeguarding leadership workload, governance or training requirements may shift Again, nothing is certain but it’s a space to watch. What can we do now? Even without the final guidance, schools can take practical steps: Keep your INSET plans flexible — build time in early September for safeguarding updates, even if the details aren’t yet final Review your current policies — a light-touch audit now can save stress later Hold back on publishing new safeguarding documents until the confirmed KCSIE 2025 text is available If you’re a DSL, it’s not unreasonable to hold off on your full staff training pack but it is worth getting prepared. How Honeyguide will support you As soon as Keeping Children Safe in Education 2025 is released, we’ll move quickly to get everything you need in one place, including: A free KCSIE 2025 information briefing summary outlining what’s changed A full KCSIE 2025 Annual Safeguarding Refresher Training pack, containing everything you need to deliver full safeguarding refresher training during INSET A new full-year safeguarding pack with revised scenarios and termly content Clear, practical commentary so you know what matters and what’s noise We’ll also send out a bulletin to let you know the moment the new guidance lands — sign up here if you’re not already on the list. Final thought There’s no need to panic but there is a need to stay alert. Whenever the final KCSIE 2025 guidance appears, it’s likely to include some key updates that DSLs and school leaders will need to act on quickly. We’ll be here to help you do that with calm, practical tools and no waffle.  

The Curriculum and Assessment Review Interim Report (March 2025) signals potential changes to how schools in England deliver the curriculum and assess pupils. This review aims to address long-standing challenges while considering how education should evolve to meet future needs. In this blog, we’ll break down the report’s key themes, highlight the areas under review and offer reflection questions to help you evaluate your current curriculum and assessment practices. While no immediate changes are required, now is a good time to think about how your approach supports all pupils and whether there are areas that could be strengthened in the future.   What does the curriculum review say about ensuring the system works for all? The education system isn't working well for all pupils. Despite progress over the last decade, there are still significant gaps in attainment, particularly for socio-economically disadvantaged pupils and those with special educational needs and disabilities (SEND). What are the key findings? Attainment gaps remain stubbornly wide: Disadvantaged pupils and those with SEND consistently underperform compared to their peers. For example, fewer than half of disadvantaged pupils meet the English Baccalaureate (EBacc) standard, with the attainment gap increasing from 18 percentage points in 2013 to 21 points in 2024. Limited progress for pupils with SEND: While the current curriculum aims to be knowledge-rich and ambitious, it often fails to meet the needs of pupils with SEND. The report suggests that the system doesn't adequately support these pupils to achieve the same high standards as their peers. Structural barriers to progress: Factors such as the volume of content, the way knowledge is sequenced across key stages and the structure of national assessments are highlighted as areas where barriers may unintentionally hinder some pupils' success.  What changes could be coming to make the curriculum work for all learners? The next phase of the review will examine how to: Ensure the curriculum reflects high expectations for all pupils while providing better support for those with additional needs. Explore ways to improve assessment for pupils with higher levels of SEND while maintaining rigour and consistency. Analyse how current performance measures, including the EBacc, affect pupil choices, outcomes and institutional behaviours. Identify where adjustments to curriculum content or sequencing could better support all learners to master foundational knowledge. What could you consider now to ensure your curriculum works for all learners? While no immediate changes are required, this review offers an opportunity to reflect on how your curriculum and assessment practices support all pupils. Consider: Are there groups of pupils who are consistently underperforming? How effectively does your curriculum support pupils with SEND to access and succeed in learning? Are your assessment practices inclusive while maintaining high expectations for all? Do your performance measures encourage a broad and balanced curriculum, or are they limiting pupil choice? To explore this area further, a SEND Audit or internal SEND Deep Dive and Evaluation could support your thinking process.   What does the curriculum review say about challenges with specific subjects? The review identifies concerns about how certain subjects are structured and delivered, which may prevent pupils from gaining a deep understanding. In particular, there are questions about whether the balance between breadth and depth is working effectively across key stages. What are the key findings? Depth of learning may be compromised: In some subjects, the current curriculum structure may prevent pupils from securing a deep understanding, making it harder for them to master key concepts and progress. Limited flexibility for teachers: The volume of content can restrict teachers' ability to consolidate learning or adapt materials to meet their pupils' needs. Impact on non-EBacc subjects: Subjects outside the EBacc, such as the arts and technical disciplines, are often squeezed due to time pressures and performance measures. What changes could be coming to improve how subjects are taught? The review will explore ways to: Ensure pupils can achieve depth as well as breadth across all subjects. Review how performance measures like the EBacc affect subject take-up and delivery. Provide more flexibility for teachers to adapt and tailor their delivery while maintaining high standards. What could you consider now to improve subject delivery in your school? Are pupils given enough time to achieve depth in key subjects? How does your curriculum balance the demands of formally assessed subjects with other important subjects? Do teachers have the flexibility to tailor learning to their pupils' needs? To investigate breadth and depth in your setting's subjects, why not use an internal deep dive or ten-minute monitoring to gain a deep understanding of subject richness. What does the curriculum review say about 16-19 qualifications and pathways? The review recognises that while A levels and T Levels are working well for many, there are concerns about the suitability of pathways for those who don't fit the traditional academic route. What are the key findings? Limited options for some learners: Pupils who don't follow A levels or T Levels may struggle to find appropriate, high-quality pathways. Uneven provision: Access to technical and vocational qualifications varies widely, particularly for those from disadvantaged backgrounds. What changes could be coming to improve 16-19 pathways? The review will explore how to: Ensure a broader range of high-quality qualifications for all learners. Strengthen progression routes from Level 2 to Level 3 qualifications. Improve support for learners who need to continue developing English and maths skills post-16. What could you consider now to strengthen 16-19 provision? Do your post-16 pathways meet the needs of all learners? Are there clear progression routes for pupils moving from Level 2 vocational qualifications to Level 3 academic or technical pathways? How effectively do you support pupils who need to retake or improve their GCSE English and maths post-16?   What does the curriculum review say about preparing for social and technological change? The review emphasises the need for the curriculum to adapt to rapid changes in society and technology. Areas like digital literacy, artificial intelligence (AI) and global citizenship are becoming increasingly important for preparing pupils for the future. What are the key findings? Digital and AI skills: There is a growing need for pupils to develop digital literacy and understand how to navigate AI-driven environments. Global and social awareness: Pupils and parents want more focus on life skills, financial literacy and understanding global challenges like climate change. What changes could be coming to prepare pupils for the future? The review will examine how to: Strengthen digital literacy and AI understanding within the curriculum. Ensure the curriculum reflects global issues like sustainability and social change. Increase opportunities for pupils to develop practical life skills that prepare them for adulthood. What could you consider now to future-proof your curriculum? Is your curriculum preparing pupils for digital literacy and future technologies? Are pupils equipped to understand and respond to global social and environmental issues? Does your curriculum offer opportunities to develop practical life skills? To explore how your setting currently offers your pupils broader opportunities and skill-building by considering your approach to personal development.  What does the curriculum review say about assessment? While the current assessment system is largely effective, the review highlights concerns about its inclusivity and the impact of assessment volume on pupils and schools. What are the key findings? Inclusion concerns: Some assessments aren't fully accessible to pupils with SEND. Volume of assessment: The amount of assessment at Key Stage 4 may place unnecessary pressure on pupils and staff. Focus on SPaG tests in KS2 SATs: The review will specifically examine the effectiveness of the Spelling, Punctuation and Grammar (SPaG) tests at Key Stage 2 and whether adjustments are needed. What changes could be coming to improve assessment? The review will explore how to: Make assessments more inclusive, particularly for pupils with SEND. Evaluate the volume of assessments at Key Stages 1 to 4 and consider whether the current structure places undue pressure on pupils and staff. Review the SPaG tests in KS2 SATs to determine their effectiveness and whether adjustments are needed to better reflect essential literacy skills. What could you consider now to make assessment more effective? Are your assessments inclusive and accessible for all pupils, particularly those with SEND? Is the volume of assessments appropriate, or does it create unnecessary pressure for pupils and staff? Do your assessment practices capture a broad range of knowledge and skills beyond core subjects? To explore assessment processes in your setting further, taking stock of your approach to curriculum intent, implementation and impact can be a helpful way to uncover your strengths and development points.   The Curriculum and Assessment Review Interim Report signals that changes may be on the horizon for schools in England. While no immediate action is required, reflecting on your current curriculum, assessment and inclusion practices can help you stay ahead and provide the best possible experiences for each and every pupil. 

Use this blog to understand the different forms of primary assessment, including the Reception Baseline, EYFS Profile, Phonics Screening Check, Multiplication Tables Check and both KS1 and KS2 SATS. Key dates for 2026 are included, as in information about where you can find further guidance.

Ofsted's School Inspection Handbook was updated in September 2024. But what were the changes and what do they mean for your school in 2025? This Honeyguide blog will fill you in.

While inspection processes might be changing, worry and stress about Ofsted is still all too real. In this blog, we explore practical strategies for school leaders to reduce Ofsted-related anxiety and thrive during the pre-inspection period in 2025.

It's one of the biggest crises facing schools in 2025 - staff recruitment and retention. But with some causes for the mass exodus of staff leaving the profession out of headteachers' control, what can school leaders actually do to retain the staff they have? We explore strategies, ideas and top tips in this blog.

Got a school vacancy? Explore how to successfully recruit, interview and induct new school staff members with questions, tasks and tips for a smooth process in 2025.

Discover strategies that support whole-school subject leadership, including changing the mindset of monitoring, with this Honeyguide blog for heads and SLT.

Learn about the 2024 Ofsted English Subject Report and what it means for you as a English subject lead or department lead

From how to prepare for an Ofsted deep dive in 2025 to what questions Ofsted inspectors will ask about your subject area, we cover it all in this blog for subject leaders.

Learn what happens in the Ofsted 90-minute phone call, including how to prepare and feel confident in 2025, with advice on what to expect from a headteacher who has recently experienced the Ofsted phone call.

Can anything be done about the school workload and wellbeing crisis? Find out our take on it in this blog, including our supportive mental health and wellbeing audit.

Does the thought of an audit fill you with dread? Fear not! In this blog, we look at how auditing can be positive for school leaders in 2025.

SIP? SEF? What does it all mean? This blog guides you through the marathon of school improvement to help you get on the right track this September and throughout the academic year.

Ever been to a writing moderation meeting that's left you feeling frustrated? Explore how to make moderation positive and purposeful, with tips for planning a writing moderation meeting and using sentence stems.

Read for advice, helpful hints and tips when taking on secondary or primary subject leadership for the first time. Perfect for subject leads. If you're a new subject leader, this blog is a great place to start, with helpful hints on how to monitor and lead no matter the subject. Learn how to develop curriculum, monitor impact, manage workload and prepare for subject monitoring.

This blog by Honeyguide's co-founder, Tommy, discusses support, challenge and change in school leadership. As a recent headteacher himself, Tommy understands first-hand the strain school leadership can have.

Find out how Honeyguide School Leader Support got its interesting name and what we can do for school leaders at all levels.