What have we learnt from the Curriculum and Assessment Review Interim Report?
Launched by the new UK Government in July 2024, The Curriculum and Assessment Review (led by Professor Becky Francis CBE) aims to modernise the curriculum and how assessment is used, looking at the breadth of the curriculum and looking at the skills required to prepare our young people for adulthood, and create a more inclusive environment for children with SEND.
The Curriculum and Assessment Review Interim Report was released last week (the full report will be published later this year). Here’s what Managing Director of B Squared, Dale Pickles, made of the report.
Direction is still lacking
The review acknowledges the current challenges and through the previous consultation, confirms that we all agree and know this already.
It discusses the pros and cons of different options going forward. BUT, there was very little hint of the direction we might be heading in, which was disappointing – we have had years of reports telling us the system doesn’t work and it needs to change. I was hoping the interim report would give us a general direction, with more specifics coming in the final report.
Current issues
They raise the issues with current curriculum and assessment measures, which of course I witness daily through our work and as a parent of 2 children who’ve been through the system. I struggle to see the benefits to the current measures, I see efficiency trumping learning a lot of the time. So far, however, the report has not explained how these issues are to be addressed.
Flexible curriculum
They want to focus on a knowledge rich curriculum but give teachers flexibility in the curriculum they deliver. How can specific knowledge be taught with a flexible curriculum? A flexible curriculum approach has to lead to a more skills-based assessment approach – I’ll be interested to see what can be introduced to support this change as assessing skills across a variety of topics is a very big challenge.
What needs to change?
Assessment needs to change; the GCSE curriculum needs reducing. My daughter in Year 11 was told to attend a revision session after school for History, where she will be taught a topic/provided information for the first time. They have told all students they must attend as it is the only time they will be provided this information. How full is the curriculum that they are having to teach new content after school in revision sessions?
The curriculum needs less breadth, more time to delve in to a topic, not just learn the exam answers. It needs to teach young people skills that they can apply to other contexts. The GCSE curriculum and the way it is delivered and assessed is not about preparing students for their adult life, work or for future learning. It is about passing an exam, learning how to answer questions in a specific way. My daughters have each spent 5 years in education being taught to the test. Here is the question, here is how you answer it to get full marks, here are the key words to include and repeat in every subject for 5 years. Not every school is like this, but reading social media and teaching groups, there are a lot!
What’s next?
I was hoping for a hint of direction from this interim review. Where might we be going? What might the changes look like? That has been saved for the final report later this year. I am hoping that while some of the changes they make might only be small and evolutionary, they will have a much bigger impact. Maybe not for all students, but small changes can remove barriers for lots of children and help them to succeed.
Ensuring support for ALL pupils, including those with SEND will be revolutionary!
What do others in the SEND community feel about the Curriculum and Assessment Review Interim Report?
B Squared: helping you navigate the changes
At B Squared, we’re passionate about making education more inclusive and flexible. The Curriculum and Assessment Review, the new Ofsted framework, and OCR’s recent recommendations are all pointing in the same direction—away from rigid, high-stakes assessments and toward a system that celebrates every student’s unique potential.
We’re here to help schools adapt to these changes with our assessment tools that work for all pupils, not just some. Using one system for SEND pupils and another for non-SEND? That’s not inclusion – that’s a divide! Let’s break down those barriers and make learning work for everyone.
Take action
Read the report – Curriculum and Assessment Review: interim report
Look at our blog to learn more about the Curriculum and Assessment Review – Curriculum and Assessment Review and Other Changes – B Squared
Want to know more about how B Squared can help your school – Book a FREE online meeting
