Response to the Curriculum and Assessment Review Interim Report

The Fair Education Alliance was pleased to see the interim report of the Curriculum and Assessment Review, which signalled positive changes that will close the gap between children and young people from low-income households and others. We’re heartened that the report began with inequality as its first priority for improvement, stating that ‘The system is not working well for all’.  

The Interim Report 

The report rightly identifies the socioeconomic gap and SEND as areas where pupils are being underserved. Socio-economic equity and inclusion must not sit separate and apart from other areas of the review – this lens must be taken to subject teaching, technology, assessments, and post-16 education.   

The report’s finding that there is sometimes not enough space in the curriculum to enable mastery of subjects resonates with our members’ view, that teachers and support staff need more time and flexibility to go deeper into subjects and meet the needs of all pupils. We also welcome the acknowledgement that the curriculum should be more diverse and inclusive, so all pupils can see themselves in it. 

We agree with the report’s finding that ‘the curriculum needs to respond to social and technological change’ and were pleased to see that this will require a combination of strong academic foundations, applied learning, and essential skills like critical thinking – the latter of which is important in building adaptability in the face of rapid change.  

Finally, we were encouraged by the report’s attention to those students who struggle to find a pathway in our current 16-19 system, particularly those who did not secure passing GCSE grades at 16. These young people have too often been written off.  

The Department for Education announcements 

We were also pleased to see a set of announcements by the Department for Education alongside the interim report. The appointment of a new National Centre for Arts and Music Education is exciting, as is the announcement that an Enrichment Framework will be developed together with the Department for Culture, Media and Sport. Attention to building our provision of both arts and enrichment will bring joy and achievement to a greater range of pupils – while building important skills for employability. Cross-departmental working is essential here, and we would urge the Department for Education to work toward a common framework for measuring knowledge and skills across classroom and enrichment learning.  

We likewise welcome the new Digital, AI and Technology Task and Finish Group. It’s imperative that we better support schools to use emergent tools, to reduce workload, personalise learning, and prepare young people for the future, but it is essential that we close the digital divide to enable any possible step change.  As of last year, 3.7 million families  were below the Minimum Digital Living Standard, facing barriers such as limited internet connectivity and insufficient digital literacy support.  

The publication of the Curriculum and Assessment Review panel’s interim report together with the Department for Education’s investments in elements strongly linked to the curriculum show a promising level of join-up and detailed thought, and we hope the next phase will keep focused on the holistic education of every child. We offer to the Panel and the Department the expertise of our 300 members in developing and delivering solutions to ensure that the pupils facing the greatest challenges get the opportunities they deserve.