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Bridging the gaps: The future of Curriculum and Assessment reform

The recently published interim findings of the Curriculum and Assessment Review mark a significant milestone in the ongoing efforts to enhance the UK’s education system. 

Led by Professor Becky Francis, the review draws from over 7,000 responses, including a detailed submission from Schools North East, to identify areas for improvement. 

While the report highlights critical issues such as equitable access, subject-specific challenges, technological advancements, and post-GCSE pathways, there remain substantial gaps that need addressing—particularly for the North East region.

Key findings of the interim report

The review underscores four primary areas requiring reform:

1. Ensuring high standards for all – A commitment to inclusivity and excellence across the board, ensuring that every student, regardless of background, has the opportunity to succeed.
2. Addressing subject-specific challenges – A deeper look at curriculum content to ensure that subject matter remains rigorous and relevant.
3. Responding to social and technological change – A recognition of the need for digital literacy and environmental awareness in education.
4. Ensuring pathways beyond GCSE work for all – Expanding post-GCSE options to better support students’ transition into further education or employment.

What is still missing? The North East perspective

Despite its broad ambitions, the interim report lacks specific commitments in several critical areas, many of which were highlighted in our submission. The gaps in the review could have profound implications for students in the North East and beyond.

1. Addressing Socioeconomic Disadvantage: The Case for a ‘Context Premium’

While the review acknowledges that the system does not work well for all and highlights the disadvantage gap, it stops short of proposing targeted funding mechanisms. The Schools North East submission argues for a ‘Context Premium’, a funding initiative designed to support schools in economically disadvantaged areas like the North East, particularly for white working-class boys, other struggling cohorts, and SEND students who face significant educational barriers.

2. Reforming Key Stage 3 to Avoid Repetition and Enhance Engagement

The review recognises that Key Stage 3 is often squeezed due to early GCSE preparation but does not explicitly address concerns about curriculum repetition. We have called for a more streamlined transition from Key Stage 2 to Key Stage 3, reducing redundancy and allowing for deeper engagement with new material rather than revisiting previous content.

3. Inclusive Assessment Reform: Beyond High-Stakes Exams

Although the review acknowledges the pressure of excessive exams, it does not propose concrete alternatives. Our submission strongly advocates for reducing exam loads and making assessments more inclusive for SEND students. 

Without these changes, the high-stakes nature of current exams will continue to disadvantage many learners.

4. Reviewing Performance Measures: Beyond EBacc and Progress 8

The interim report notes that EBacc and Progress 8 may restrict student choices but offers only further analysis rather than decisive action. Schools North East argues that these measures narrow the curriculum and limit access to vocational and arts subjects, disproportionately affecting students in regions where alternative pathways are crucial for economic mobility.

5. The Need for a Locally Responsive Curriculum

While the review discusses making education relevant in a rapidly changing world, it does not advocate for regional curriculum adaptations. As the Voice, Glue and Bridge of North East schools, Schools North East has emphasised the importance of incorporating local history, culture, and economic realities into the curriculum to inspire students and strengthen their ties to the region. 

A one-size-fits-all approach does not account for the unique needs and opportunities present in different parts of the UK.

Next steps: Advocating for a stronger future

As the Curriculum and Assessment Review progresses, it is imperative to push for greater specificity in its recommendations. Schools North East is calling for:

• Explicit commitments to targeted funding for disadvantaged regions, ensuring that students in the North East receive the support they need.
• Concrete proposals for assessment reform, including a reduction in exam pressure and more inclusive evaluation methods.
• A clearer strategy for Key Stage 3 reform, allowing for a more meaningful and engaging learning experience.
• A commitment to curriculum flexibility, integrating regional knowledge and economic needs to enhance student engagement and aspiration.

Chris Zarraga, Director of Schools North East, commented: “While the interim findings acknowledge some key challenges, they fall short of providing the concrete commitments needed to drive meaningful change—particularly for regions like the North East. 

“Critical issues such as targeted funding, assessment reform, and curriculum flexibility remain unaddressed. We will continue to push for these necessary reforms to ensure that every school and student in our region receives the support they deserve.”

To read the interim report in full, you can visit the Department for Education’s website.

As we look ahead, we remain steadfast in our commitment to putting a strong regional accent on the education debate, and advocating for a curriculum and assessment framework that works for all students in the North East and empowers them to succeed, regardless of the challenges they may face. 

For every child, for every school, and for the future of our region, Schools North East is a proud amplifier of this conversation, influencing positive change for the benefit of all.