Key findings and next steps from the Curriculum and Assessment Review Interim Report.
A review of England’s national curriculum and assessment systems is something many of England’s educators would agree is more than overdue. In fact, it has been over a decade since the National Curriculum for England was last reviewed.
Now, in March 2025, the government has published an interim report, with the final version expected in autumn 2025. The review has been carried out in consultation with education professionals, relevant experts, professionals, parents, children, young people, employers, and organisations such as universities and trade unions. It has been informed by research evidence, data, expert perspectives and public polls/calls to action. In fact, in the process of the review, the government received over 7,000 responses to its Call for Evidence. 1
Key findings
Here are a few of the critical points in the report:
- The system is not working well for all. The report specifically notes here that the socio-economic gap for educational attainment is still large and that young people with SEND are making less progress than their peers
- There are challenges with specific subjects. The report shares that many submissions asked for improvements in a range of curriculum subjects, such as an imbalance between breadth and depth of content.
- The curriculum needs to respond to social and technological change. The report notes that opportunities and challenges presented by a fast-changing world need to be addressed in the curriculum.
- 16-19 technical and vocational qualifications. The report acknowledges that young people are often unclear about what pathways may be suitable, that provision is uneven and disproportionately affects those with SEND and from socially-economically disadvantaged backgrounds.
- Assessment systems are being questioned. The report notes that in the call to evidence, many concerns were raised about our assessment systems, particularly KS2 and KS4 assessments. Questions were raised about suitability and inclusivity of assessment systems. 1
For educators, these factors are not surprising. Many have voiced for a long time that the education system needs to change for the better and that a more modern and inclusive curriculum and assessment system is needed. However, the government acknowledging these issues is only one part of the equation. The other is: what is the government intending to do about it?
Next steps
Between now and the full report (expected in the autumn), the review will be focusing on the next steps.
- Consider concerns that have been raised across subject content: specificity, relevance, volume and diversity
- Analyse each subject’s specific issues and test a range of solutions
- Consider the impact of current performance measures on choices, outcomes and institutional behaviours
- Evaluate how to best to equip children and young people with the essential knowledge and skills for an AI-enabled and rapidly changing world
- Build on the success of existing academic and technical level 3 pathways and focus on how to support learners who don’t study A Levels or T Levels
- Develop strong level 2 occupational pathways and strengthen routes from level 2 to level 3
- Consider how to support learners who didn’t achieve the required grades in English and maths GCSEs to do so by 18
- Analyse assessment at key stages 1 to 4 and consider any necessary improvements 1
Will it be enough?
Will this review be enough to modernise the National Curriculum and associated assessment systems, making it more equitable for the benefit of all learners? Let us know your thoughts on social media.
References
- Gov UK (2025) ‘Curriculum and Assessment Review Interim Report’. Available at: https://assets.publishing.service.gov.uk/media/67d9617b594182179fe08778/Curriculum_and_Assessment_Review_interim_report.pdf (Accessed: 25 March 2025)
