The Curriculum and Assessment Review Interim Report provides comprehensive insights into the current educational framework. Published in March 2025, the report, led by Professor Becky Francis, highlights the strengths and shortcomings of England’s curriculum and assessment systems.

Despite improvements, many students, particularly those with special educational needs and disabilities (SEND) and disadvantaged backgrounds, continue to face barriers to success. The report emphasises the need for greater curriculum flexibility, ensuring that students are given equitable opportunities to achieve their potential.

This review offers a chance for schools and SENCOs to advocate for a more inclusive curriculum that better supports all learners.

Concerns with Specific Subjects and the Role of the EBacc

One of the central issues raised is the lack of flexibility in subject selection, particularly for students who would benefit from vocational or creative subjects.

The report highlights concerns with Modern Foreign Languages (MFL), where the transition from primary to secondary education is inconsistent, often disadvantaging students. Additionally, the EBacc (English Baccalaureate) is seen as a rigid framework that constrains choices for students who may require alternative pathways to remain engaged in learning.

For SEND students, the narrow focus on academic subjects can be a barrier rather than a support mechanism, making it crucial to reassess whether EBacc remains the best accountability measure or if alternative models would provide better inclusivity.

Responding to Technological and Social Change

The review stresses the importance of adapting the curriculum to reflect modern-day challenges, including artificial intelligence, misinformation, and climate change.

Parents and students are calling for greater emphasis on financial education, employment skills, and real-world applications of knowledge. In an age where digital misinformation can shape opinions, students need stronger critical thinking skills and digital literacy to navigate the complexities of modern society.

Post-16 Pathways and Vocational Options

Beyond Key Stage 4, the review explores how well the current system supports students entering post-16 education.

• A Levels remain strong, but they are not suited for all students.
• T Levels offer an alternative technical route, but challenges remain in making them accessible to all learners, particularly those uncertain about career choices at 16.
• Level 2 vocational qualifications often lack consistency, with limited availability impacting disadvantaged students disproportionately.

Students who do not follow the traditional academic route frequently encounter unclear pathways to further education or employment, highlighting the need for more structured and widely available alternatives.

A major concern raised is the pressure of high-stakes exams in England. Compared to other high-performing education systems, students in England experience more exam hours, leading to increased stress and disengagement.

For students who fail to achieve Grade 4 in English or Maths at 16, the GCSE resit policy has been identified as problematic. The panel is considering alternative assessment models to provide more effective ways of measuring student progress while reducing undue stress.

Review EBacc Implications

Assess whether the EBacc framework limits student choices and explore recommendations for greater flexibility.

Prepare for GCSE Reforms

Schools should anticipate alternative assessment strategies that reduce reliance on high-stakes exams.

Expand Post-16 Support

Advocate for improved Level 2 and vocational pathways, ensuring structured routes for students who are not following the traditional academic track.

SENCOs play a critical role in shaping a more inclusive curriculum. The review reinforces key priorities for SEND education:

• Curriculum flexibility is essential to support neurodiverse learners.
• GCSE reform could help reduce stress and improve accessibility for SEND students.
• Vocational options need expansion, ensuring students have practical alternatives beyond A Levels.

This is a crucial time for SENCOs to influence policy and push for curriculum reforms that prioritise inclusive education.

The Curriculum and Assessment Review represents a vital step in modernising England’s education system. Schools and SENCOs must remain engaged, advocating for policies that create equitable learning experiences for all students.  We look forward to seeing the outcome of this review in the future.