TO BE PUBLISHED February 2027
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This conference will examine next steps for raising attainment in England’s schools. Areas for discussion include place-based school improvement, approaches for strengthening attendance and accountability, resource provision and workforce capacity, disadvantage funding reform, and the role of curriculum and assessment measure. The conference will also consider latest evidence and priorities associated with the use of digital and AI-enabled tools to support teaching and learning.
Schools White Paper - capacity, regional disparities & attendance
It will bring together stakeholders and policymakers to discuss priorities for improving learner outcomes in the context of the Schools White Paper Every Child Achieving and Thriving, and the Government’s wider programme of reform. Delegates will assess what will be needed for reform to work in practice, including capacity across schools, trusts and local authorities, the role of collaboration between government, local authorities and school leaders, whether targeted investment can narrow the disadvantage attainment gap and reduce regional disparities, and the practicalities of ambitions to raise attendance above 94% by 2028/29.
Disadvantage funding, early intervention & place-based improvement
The agenda will examine the Government’s proposal for a new model for targeting disadvantage funding, including potential changes to how the depth and duration of disadvantage are reflected in funding and consideration of place-sensitive approaches.
The impact of early intervention on raising attainment will be discussed, alongside priorities for strengthening pupil engagement and belonging, supporting transition between from primary to secondary and progression through KS3, and embedding evidence-based practices across schools through the RISE programme and emerging learning from the KS3 Alliance. We also expect discussion on early experience from Mission North East and Mission Coastal, looking at ways forward for improving curriculum coherence and teaching quality, alongside implications of the revised national curriculum expected in spring 2027.
Accountability, inspection, data & performance measures
Further sessions will explore the measurement and accountability of school performance and learner outcomes, including early evidence from the first year of Ofsted’s renewed inspection framework and what this indicates about the support, capacity and time needed to secure improvements in achievement.
Attendees will also consider implications of the 2026 KS2 results, including the expected return of progress measures, alongside next steps following consultation on KS4 performance measures and the proposed extension of targeted RISE support. Discussion will examine implementation timelines, funding plans and the support needed to secure sustained improvement across England’s schools and regions.
Overview of areas for discussion
- Schools White Paper & place-based improvement:
- practicalities for schools, trusts and local authorities - the move towards all schools joining trusts - capacity and delivery responsibilities - coordination with wider services
- the role of RISE, the KS3 Alliance and wider improvement structures - regional variation and scaling effective practice - inclusion and attainment of pupils with SEND
- Mission North East and Mission Coastal - place-based collaboration and local capacity
- disadvantage funding & resource targeting:
- new funding model proposals - depth and duration of disadvantage - income-based and place-sensitive measures - implications of the free school meals extension for pupil premium
- implications for school and trust budgets - regional distribution - support for pupils facing persistent or multiple disadvantage
- attendance, engagement & early intervention:
- progress towards attendance above 94% by 2028/29 - school-level improvement expectations - tackling persistent absence and barriers to participation
- early intervention and family engagement - the roles of schools, local authorities, health services, Best Start Family Hubs and wider agencies
- use of attendance data - targeted support - administrative burden
- curriculum, teaching quality, evidence & digital tools:
- revised national curriculum - draft programmes of study - coherence, sequencing and progression - implementation priorities
- teaching quality, professional development and subject expertise - support for different starting points
- EEF guidance and targeted interventions - evidence on the use of EdTech and AI-enabled tools to support teaching and learning
- transition from primary to secondary and progression through KS3
- assessment, performance measures & data:
- KS4 performance measures - Progress 8 and Attainment 8 - recognising progress among pupils with low prior attainment
- 2026 KS2 results - regional variation, disadvantage gaps and restored progress measures
- assessment practice and proportionate data use - consistency across the system - similar schools data model and benchmarking
- accountability, inspection & workforce:
- evidence from Ofsted’s renewed framework - report-card outcomes, monitoring and links between achievement, teaching, inclusion and attendance
- targeted RISE support for low-attaining schools - balance between accountability, autonomy and capacity for improvement - defining success across attainment and wider outcomes
- recruitment, retention, workload and leadership - professional development - support from Teaching School Hubs and wider services
