What could Andy Burnham as Prime Minister mean for the education sector?
With Sir Keir Starmer announcing his resignation after less than two years as Prime Minister, the Labour Party faces a pivotal moment. Despite making a host of promises on major education reforms during its time in government, including plans to recruit more teachers, reform Ofsted, expand free breakfast clubs and a major reform of SEND, the party has faced mounting political pressure and mixed reactions over the pace and impact of its agenda.
As Andy Burnham emerges as the frontrunner to replace Starmer, which could happen as early as Friday 17 July, as schools break up for the summer holiday, we’re turning our attention to what a Burnham-led government could mean for our schools.
A long-time advocate for devolution, tackling inequality and investing in public services, Burnham has often spoken about giving regions greater control over education and skills. But would Burnham in charge mark a continuation of Labour’s existing education programme, or signal a more radical shift?
What does Burnham’s agenda say about education?
Much of Andy Burnham’s political vision has been shaped around what he calls the “Productive State” – an approach that argues the government should play a more active role in rebuilding Britain’s economy and public services. The proposals place significant emphasis on housing, transport, utilities and social care, with greater powers devolved to regional leaders and local communities.
Interestingly, education is mentioned… but schools themselves are not a central feature of the programme.
While Burnham has spoken more broadly about giving communities greater control over education alongside housing and transport, there’s little detail on school funding, curriculum, accountability, teacher recruitment, SEND, or the wider challenges facing schools. For a programme framed around national renewal, that absence is notable and concerning.
The paper sets out five tests for when the state should intervene: where markets have failed, where services are essential to a dignified life, where investment has stalled, where prices affect the wider economy, and where public policy goals cannot be delivered through the private sector alone.
Schools arguably meet several of these tests. Of course, education is a fundamental public service; it relies on human relationships rather than productivity gains, and delivers long-term economic and social benefits. Yet education is not treated as one of the programme’s primary reform priorities. Why?
For our schools community, this presents both a challenge and an opportunity. If education is to underpin economic growth, regional prosperity and opportunity, then schools will need to play a much more prominent role in any future policy agenda.
Devolution: opportunity for the North East?
Perhaps the most significant implication of a Burnham premiership would not be specific education policies, but a continued shift towards devolution.
Having led Greater Manchester for almost a decade, Burnham has consistently argued that decisions affecting communities should be made closer to those communities. That philosophy has shaped transport, housing and skills policy in the area, and could influence the national government if he were to become Prime Minister.
For the North East, greater devolution could create new opportunities, but only if accompanied by meaningful investment and decision-making powers.
The Department for Education’s Mission North East already acknowledges the scale of the challenge facing our region. Despite our schools being the most effective in the country at tackling disadvantage (as evidenced by the Attainment 8 scores), in some parts of the North East, just 35% of young people progress into education, employment or training after GCSEs, compared with 81% in the highest-performing parts of England. Meanwhile, our schools received just 19% of the school rebuilding funding they applied for, compared with almost 40% in London.
These are not isolated statistics. They reflect the ‘structural divide’ that has developed over decades. We’ll explore this deeper at The Schools North East Summit 2026 in October in Newcastle.
Devolving powers without addressing those underlying disparities risks simply passing responsibility for unequal systems to regional leaders. North East schools and trusts need both greater influence over regional education policy and the resources required to deliver meaningful change. The two are intrinsically linked.
Young people, skills and opportunity
One area where Burnham has spoken more concretely is improving opportunities for young people after compulsory education, including proposals for a Greater Manchester Baccalaureate; a post-14 technical education framework designed as a counterweight to the English Baccalaureate. This could signal a shift in how vocational pathways are valued and may influence the direction of the Curriculum and Assessment Review.
He has previously proposed guaranteeing every 16-year-old access to a work-related opportunity, including a 45-day placement, as part of tackling youth unemployment. He has also argued for free bus travel for 16 to 18-year-olds, building on schemes introduced in Greater Manchester, with the aim of making education, apprenticeships and employment more accessible.
These proposals align with a broader focus on improving participation beyond GCSEs and reducing barriers to education and employment.
For the North East, where post-16 participation remains significantly below the national average in some communities, policies that improve access to further education, apprenticeships and work experience could be particularly relevant. However, yet again, the effectiveness of such measures would inevitably depend on outside factors, such as local labour markets, transport infrastructure and sustained investment.
SEND reform remains one of the biggest unanswered questions
Like the current Labour government, Burnham has acknowledged that England’s SEND system requires significant reform. However, he has offered relatively little detail about how he would approach one of education’s most pressing challenges.
The current government has already begun work on SEND reform through its proposed Education for All Bill, alongside a long-term funding package intended to address growing demand and financial pressures.
As outlined in our recent SEND Reform Consultation response, we welcome the ambition behind these reforms and the clear recognition that the SEND system requires structural change, particularly the acknowledgement that outcomes are shaped by geography, and that regional disparities in access to specialist services are real. The North East is ready to play a leading role in delivering reform.
Burnham has previously said he supports reform provided it does not “destabilise or frighten” families, but it remains unclear whether he would continue the existing programme unchanged or pursue a different approach.
For our schools, this uncertainty matters. It’s fundamental. SEND pressures continue to affect mainstream schools, specialist provision, local authorities and family confidence across the region and beyond.
Continuity may matter as much as change
Even if Burnham became Prime Minister, it’s unlikely that any significant changes to education will happen overnight.
The education system is already navigating substantial reforms while wider public services are undergoing major structural changes, with the government responses to a raft of consultations expected over the summer. Health, local government and policing are all in periods of transition, meaning any incoming administration would inherit an already crowded policy landscape.
That may limit the scope for immediate reforms, regardless of political ambition.
What matters for the North East
Schools North East does not advocate for political parties or individual leaders. Our focus is, and always will be, ensuring that children and young people in the North East receive the same opportunities as those anywhere else in the country, regardless of who or what is in power.
There is no doubt that whoever leads the next government will inherit a region with enormous strengths, but also significant structural challenges that need to be addressed to unlock opportunity. The priorities remain clear: fairer funding to better target long-term disadvantage, sustainable SEND provision, investment in school buildings, stronger teacher recruitment and retention, improved post-16 opportunities, and genuine recognition that the North East’s educational challenges require long-term solutions rather than short-term initiatives.
Whether under Andy Burnham or any future Prime Minister, success should ultimately be judged not by political slogans, but by whether schools and trusts across our region receive the focus, tools and resources they need to help every young person thrive.
For every child, for every school, for the future of our region.