We need to think ahead…
In my time as a school and multi-academy trust leader, I was always keenly aware of the constant pressures we faced. That tricky balance between immediate priorities, accountability, school improvement, and the daily rhythm of our institutions, and the need to prepare for what's on the horizon.
The DfE curriculum and assessment review is a major part of that horizon, with the report planned for release in the autumn. I believe it offers a valuable opportunity to be proactive rather than reactive. By getting ahead of the curve, we can foster a culture of readiness and resilience.
So where should school leaders begin this September?
Starting with a Professional Conversation
I would recommend that leaders begin by opening a dialogue with their teams: "How do we all feel about the DfE curriculum and assessment review?" It's a vital first step to gleaning what staff know and understand the review seeks to achieve. Any lack of confidence or gaps in knowledge is often replaced by fear and trepidation. Getting those feelings out into the open, both on a personal and professional level, helps gauge the collective readiness for change and prevents that anxiety from spiralling.
Re-Engaging with the Key Documents
For direction and clarity, leaders should look beyond media narratives and engage directly with the review's core documents. The call for evidence and roundtable events in autumn 2024 aimed to address key system pressures, like closing attainment gaps for disadvantaged young people, preparing students for the future, and tackling concerns about teacher workload and assessment volume. I found that the conceptual position paper was especially useful, as it explains the underlying philosophy driving any proposed change.
The interim report from March 2025 is also critical. It introduced the powerful phrase "evolution, not revolution," confirming that the core architecture of our system, the broad curriculum, the knowledge-rich approach, and high-stakes exams, will remain. Leaders should disseminate this message to all staff to alleviate the fear of a complete overhaul.
Mitigating the Ripple Effect
Leaders understand that any change, no matter how small, creates a ripple effect throughout an organisation.
If the DfE adjusts the volume of assessment at Key Stage 4, for example, leaders should proactively consider the downstream consequences. This includes the impact on internal data systems, pedagogical choices, resource development, and communication strategies. Developing a coherent strategy that anticipates these ripples is essential for managing the inevitable consequences of change.
Addressing Organisational Culture
A school's readiness for change is deeply tied to its culture. Using Edgar Schein's model, leaders should consider analysing culture in three layers. On the surface, there are the artifacts, such as policies and assessment schedules. Below that are the espoused values, what the school says it believes.
But at the deepest level are the basic underlying assumptions, the unspoken beliefs that truly drive actions. If these assumptions are not surfaced, they can undermine any change strategy. Leaders should take urgent action to have honest conversations that explore these collective beliefs about the proposed changes.
Planning for What's Coming
Given that a final report from the DfE is expected in autumn 2025, alongside a revised Ofsted framework and other reforms in the SEND landscape, leaders must take immediate steps to plan.
I recommend they lead an exercise for their key staff focusing on the circle of control and influence. It's crucial to identify what can be controlled, what can be influenced, and what is outside of their control to focus in on tangible steps to implement change, considering who, where, when, why and how?
Finally, leaders must make preparation for these changes an explicit part of their school improvement plan, not an added burden. By taking these proactive steps now, they are not just reacting to what's coming; they are actively guiding their teams through a period of significant change, building a resilient and forward-thinking organisation.
