Curriculum and Assessment Review, Final Report – Summary

Read our overview of the key points from the Curriculum and Assessment Review, Final Report.

On Wednesday 5^th November, the Curriculum and Assessment Review: Building a world-class curriculum for all Final Report was published. This is a huge document (197 pages!), so we wanted to give you a short overview of just some of key points from the review.

Next week, we will dive into the Government response, our thoughts on the review and share insights we will be learning in a briefing with Schools Week and Professor Becky Francis CBE (Chair of the Curriculum and Assessment Review).

Setting the tone

In the review’s foreword, Professor Becky Francis CBE  explains: “We have sought to ensure the curriculum is fit for the future, addresses the rich knowledge and skills young people need to thrive in our fast-changing world, and encourages a love of learning.”

She notes that the curriculum review aims to build on strengths and identify opportunities for improvement. Francis highlights that all curriculum subjects are valuable in enabling young people to thrive and also that there many aspects outside of the national curriculum (e.g., enrichment activities) that are a vital part of this. She acknowledges the need to balance breath and depth so young people enjoy learning and have some autonomy, but also gain crucial knowledge so no one is ‘held back’.

What the review panel wants the Government to maintain

What do the review panel members think is going well with our current curriculum and assessment systems and therefore should be maintained?

• Commitment to high standards
• Strong educational outcomes in international assessments
• Breadth of curriculum and range of subjects
• Each subject contributes to a ‘rich and balanced education’
• Subject architecture (advising only minor amendments to subject structure)
• Holistic ethos of Key Stage 1 and broader primary education
• Love of learning and foundational skills in primary education
• Structure of key stages
• National assessments and qualifications including the Phonics Screening Check, the Multiplication Tables Check, national tests at the end of Key Stage 2, GCSEs and Key Stage 4 Technical Awards, A Levels and T Levels.

What are the gaps in these identified areas of strength?

What has the review panel noted that still requires improvement?

• ‘High standards’ isn’t delivering for all – some gaps are widening rather than narrowing.
• The curriculum needs to be both high-quality and inclusive for all.
• Accessibility needs to be embedded into the design of new specifications for assessment.
• Transitions need to be smoother to support progress.
• High quality 16-19 pathways are needed for all learners.
• The national curriculum needs to reflect society – representation and inclusion.
• The curriculum needs to adapt to give young people the right skills and knowledge for the rapidly changing world, including teaching/enhanced teaching of: financial education, digital literacy, media literacy, climate education, sustainability and oracy.
• Individual subject areas have specific challenges and barriers to achievement that need to be addressed.

Curriculum Principles

The review has 11 curriculum principles that it recommends that the Government adopt when drafting the Programmes of Study for the ‘refreshed’ national curriculum:

• The refreshed national curriculum must be an aspirational, engaging and demanding offer that reflects the high expectations and excellence our young people deserve, irrespective of background.
• It should retain a knowledge-rich approach, ensuring skills are developed in conjunction with knowledge in ways that are appropriate for each subject discipline.
• It should be constructed so that it supports children and young people to master core concepts, ensuring sufficient space for them to build their knowledge and deepen their understanding.
• Curriculum coherence should be an organising principle for curriculum drafters and support the selection and prioritisation of content. Where appropriate, vertical core concepts on which subjects have been constructed should be clearly presented, and horizontal coherence should be ensured.
• Foundation subject content should specify the essential substantive knowledge and skills which should be taught to enable children and young people to meet expectations at the end of each key stage.
• The refreshed national curriculum should ensure the professional autonomy of teachers is maintained, making sure that greater specificity does not substantially restrict teachers’ flexibility to choose lesson content and how to teach it.
• It is for all our children and young people. As such, it should reflect our diverse society and the contributions of people of all backgrounds to our knowledge and culture.

Recommendations for the Government.

• Review and update all Programmes of Study – and, where appropriate, the corresponding GCSE subject content – to include stronger representation of the diversity that makes up our modern society, allowing more children to see themselves in the curriculum.
• Develop the national curriculum as a digital product that can support teachers to navigate content easily and to see and make connections across key stages and disciplines.
• Develop a programme of work to provide evidence-led guidance on curriculum and pedagogical adaptation (as well as exemplification) for children and young people with SEND, including those in specialist provision, who experience various barriers to accessing the curriculum.
• Involve teachers in the testing and design of Programmes of Study as part of the drafting process. This must take into consideration the curriculum time that is available, ensuring the national curriculum is ambitious but teachable within a typical school timetable.

Reference

1. DfE (2025) ‘Curriculum and Assessment Review : Building a world-class curriculum for all, Final Report’. Available at: https://assets.publishing.service.gov.uk/media/690b96bbc22e4ed8b051854d/Curriculum_and_Assessment_Review_final_report_-_Building_a_world-class_curriculum_for_all.pdf (Accessed: 5 November 2025)