Tips, Ideas, Guidance and Advice for School Leaders

The Francis Curriculum Review brings major changes by 2028, including EBacc scrapped, enrichment entitlements, triple science and new assessments. So what must school leaders do now to prepare for curriculum reform?

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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. 

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