November 2025
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This conference examined next steps for England’s school system, focusing on implementation and key issues for government proposals around accountability, improvement and oversight. Delegates considered how changes may affect system leadership, educational outcomes, and the relationship between schools, trusts and local authorities.
It brought together stakeholders and policymakers to discuss proposals in the Children’s Wellbeing and Schools Bill as it progresses through Parliament, looking at implications for autonomy, governance and support across the school system, with concerns from some that proposals have the potential to stifle innovation and reduce the flexibility of academies. Discussion also considered recent consultations from the Department for Education and Ofsted, including the proposed introduction of a report card system and reformed inspection framework for schools, also looking ahead to proposals in the forthcoming Schools White Paper recently delayed until early next year.
Qualified Teacher Status and workforce implications
With government proposals to require all teachers to hold or be working towards Qualified Teacher Status, alongside extending national pay and conditions across the system, delegates considered the impact on staffing and workforce development, particularly in high-need areas and hard-to-fill subjects, as well as support measures for those currently working outside the Qualified Teacher Status framework. Discussion also considered Ofsted’s Annual Report and Accounts 2024-25, which raised concerns around a staff turnover of nearly 11%, and implications for recruitment and retention across the wider workforce.
Curriculum requirements and flexibility
The agenda included a session on the Government’s proposal to mandate the national curriculum across all schools, including academies. Attendees assessed implications of reduced curriculum flexibility for multi-academy trusts, including for SEND provision and locally-tailored learning, and considered how national alignment can best be balanced with the need for innovation and responsiveness.
Local authority powers and capacity
Sessions examined the Bill’s proposals to grant local authorities increased powers in areas such as admissions, safeguarding, and school improvement, looking to reduce perceived disparities between local authority schools and academies. Discussion assessed current financial pressures across the school system, including the increase in maintained schools subject to notices of financial concern and councils facing capacity challenges. Delegates assessed priorities for building local authority capacity to support these new responsibilities, and discuss strategies for improving oversight and delivery while avoiding inconsistency and duplication with existing frameworks. The practical implications of new local authority powers to direct admissions to academies - including for selective and faith schools - were also explored.
Discretionary intervention and MAT autonomy
There was discussion on the shift away from automatic academisation, with delegates examining how discretionary intervention will work in practice, including decision-making responsibilities, timelines, and legal risks. Broader implications for MAT autonomy, consistency in school improvement, and trust-level accountability were also explored.
Inspection frameworks and accountability across trusts
Sessions considered Ofsted’s renewed inspection framework and the introduction of report cards from November, including the potential impact of a new grading system, ranging from urgent improvement to exceptional. Delegates assessed how the framework’s broader set of judgements - such as leadership, behaviour and attendance, safeguarding and inclusion - may affect decision-making, capacity for improvement, and alignment with wider objectives of the Children’s Wellbeing and Schools Bill.
The impact of financial pressures on the development of inspection and accountability frameworks was discussed, including strategies to support improvement where resources are constrained. Discussion also considered the potential impact of changes to inspection frequency, as well as monitoring for schools requiring additional support. Delegates assessed approaches to managing variations in governance, leadership structures and funding within and between MATs, and implications for standards and public confidence.
The role of Regional Improvement and Standards Enhancement teams and coordination of responsibilities
Further discussion focused on the planned introduction of RISE teams, assessing their expected role in supporting underperforming schools, and how these new bodies will coordinate with local authorities, MATs and central government, particularly amid concerns over the regional attainment gap in 2025 A-level results. Attendees looked at options for connecting with parents and local communities following the Education Secretary committing to expansion of RISE attendance and behaviour hubs, with 800 schools receiving support from the start of the new term. The conference also exploreed the potential for overlap or misalignment of responsibilities, considering how clear lines of accountability can be maintained.
Home education, registration and responsibilities
The conference also explored implications of proposed registration and suitability requirements for home-educated children, and how these may affect families and local authorities. Attendees considered how oversight can be improved without compromising educational diversity or parental rights, and assessed the broader role of community collaboration and local engagement in improving outcomes across different school settings.
Admissions and the future for selective and faith schools
Further sessions considered future priorities for selective and faith schools, particularly in relation to proposed admissions changes, and how these proposals align with wider objectives on fairness, cohesion and quality across the system.
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. As well as key stakeholders, those who attended include officials from Ofsted; House of Commons Library; National Audit Office; Home Office; and the Department of Education, NI.
