November 2025
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This conference examined next steps for raising attainment and standards in England’s primary and secondary schools, including strategies for narrowing attainment gaps and improving outcomes across diverse learner groups, alongside tackling inequalities.
With the 2025 GCSE results indicating a decrease in pass rates, and raising concerns around regional inequalities in attainment, alongside a rise in those having to resit for maths and English, attendees considered ways forward ahead of the expected publication of a Schools White Paper this autumn. It came with indications that the Government is considering introducing a mandatory test on reading ability for students in Year 8 in light of concerns that children are falling behind in literacy, which impacts their understanding of the curriculum.
Sessions examined implementation and effectiveness of Regional Improvement for Standards and Excellence teams by the DfE, looking at priorities for supporting schools through targeted, evidence-informed intervention, as well as for delivering sustained, tailored support focused on driving up standards in local contexts. Discussion also considered the impact of the introduction of Ofsted report cards from November on transparency, accountability, and improvement across schools and colleges.
Attendees considered the impact of social factors on aims to raise attainment and educational standards, including best practice examples of tackling education disparities in marginalised groups, and challenges posed by wider concerns over living costs.
Children’s Wellbeing and Schools Bill proposals and inspection reform
The conference brought stakeholders and policymakers together to discuss proposed measures in the Bill - currently progressing through Parliament - including new statutory requirements on teacher qualifications, pay and conduct, with potential implications for recruitment, retention, professional development, and national consistency in SEND provision.
With Ofsted’s renewed inspection framework, as well as the introduction of report cards, there was also a focus on the way forward for school inspections. Delegates assessed the impact of the new five-point grading scale - including the addition of an exceptional grade, with aims to raise standards - looking at providing parents with clearer information, and placing a stronger emphasis on inclusion, staff wellbeing, and a balanced workload.
Use of funding
Delegates discussed funding and its potential impact on improving outcomes, including best practice examples of the use of the Pupil Premium. The conference followed the Government’s commitment in the 2025 Spending Review to increase the core schools budget by £2bn, including aims for raising standards and widening opportunity.
Attendees assessed the potential use of £132.5m from the Dormant Assets Scheme to support disadvantaged young people, with discussion on how funding might be delivered in practice through school, charity and community partnerships, and deployed to effectively support pupil enrichment, wellbeing and progression. Delegates also considered how the Government’s recently proposed Better Futures Fund might be used to direct funding to schools to address challenges around attendance, behaviour and attainment. Discussion also focused on barriers which prevent disadvantaged pupils from studying certain subjects, such as extra associated costs.
Strategies, curriculum standards and delivery, pupil wellbeing, and targeted support for disadvantaged students
Ahead of the expected publication of the final report of the independent Curriculum and Assessment Review in England and the forthcoming White Paper, delegates looked at developing a broad curriculum with high standards of core-content learning, the quality of assessment and qualifications, and the role of extra-curricular tutoring in supporting attainment.
Attendees also considered the process of introducing strategies to improve core pupil skills and building positive learning environments, alongside the impact of maths and English hubs so far in improving literacy and numeracy. There was also a focus on proposals to introduce a mandatory reading test in Year 8, including the impact on students and staff, and whether it is the right approach to improving literacy rates.
Sessions considered latest thinking on strategies to address persistent disparities in attainment for pupils with SEND and from disadvantaged backgrounds, particularly in light of findings in the Curriculum and Assessment Review interim report of inequities, alongside the ongoing Independent Inquiry into White Working Class Children’s Educational Outcomes, and publication of a recent study suggesting that white working class children start secondary school with lower levels of enthusiasm and effort than other ethnic groups. Discussion considered options for curriculum design, ways to strengthen the role of early intervention and wellbeing support, responding to complex pupil needs, behaviour challenges and exclusions, as well as development of attendance and behaviour hubs.
Workforce priorities
Further areas for discussion included strategies for building workforce capacity and supporting leadership development in line with proposed statutory requirements for teacher qualifications, pay and conduct set out in the Bill, and how these might be applied across different types of school and trust structures. The delivery of high quality teaching was discussed, alongside supporting workforce training and development opportunities, steps to improve teacher retention and tackle workforce shortages, alongside the impact of staff wellbeing on teaching standards.
Collaboration and student progression
Coordination between schools and colleges was a focus, including frameworks for aligning the delivery of education and skills with workforce needs. Delegates considered best practice in collaboration with universities, colleges and employers to support progression and raise standards, drawing on initiatives such as tutoring provision and data-led evidence sharing.
All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates.
