Curriculum and Assessment Review

Nusrat Ghani Excerpts

Wednesday 5th November 2025 Commons Chamber

[Madam Deputy Speaker (Ms Nusrat Ghani)]

Before we come to the statement from the Education Secretary, I should inform the House that Mr Speaker is disappointed that this announcement was widely trailed in the media this morning, before this House had an opportunity to hear directly from the Government. I remind the Government Front Benchers that the expectation set out in the Government’s “Ministerial Code” is that:

“When Parliament is in session, the most important announcements of government policy should be made in the first instance in Parliament.”

I know that the Public Administration and Constitutional Affairs Committee is looking into how that expectation is currently observed and whether it continues to meet the needs of the House, and I look forward to seeing the outcome of that work. Furthermore, engaging directly with Mr Speaker on such announcements is no substitute for the courtesy that this House deserves.

[The Secretary of State for Education (Bridget Phillipson)]

Thank you, Madam Deputy Speaker. I note your comments, and I will make sure that they are taken forward.

With permission, I would like to make a statement to update the House on this Government’s plans to renew the national curriculum, to secure for every child an education steeped in our rich history, ready to shape our country into the 2030s and beyond.

As I outline the future of our national curriculum, I do so in full knowledge of its past, because I was part of the first wave to benefit from a process begun by Jim Callaghan’s great education debate—his ambition for a curriculum of universal high standards. When Lord Baker introduced a national curriculum for the very first time in 1988, my generation secured a common entitlement to share in the core wisdom that we as a nation value most.

Since then, our national curriculum has evolved under successive Governments, and now it must evolve again, because the world is changing as never before as a result of artificial intelligence, machine learning and hyperconnectivity. Where once our young people had to compete locally, the playing field is now global. They are stepping into a world of huge opportunity, but it is also one of immense change and challenge—a muddy landscape of misinformation and social media. Our current curriculum no longer arms them for this brave new world. It lacks the breadth of knowledge and skills that our children need, not only for the jobs they will go on to do, but for the lives they will go on to lead. We need more, and they need more.

Our curriculum sits at the centre of an education system that has forgotten too many children—white working-class children; children with special educational needs and disabilities; the children who are bright but bored, not engaged as they should be and not achieving as they should. That is why I asked Professor Becky Francis and an external panel of experts to review our curriculum, assessment and qualifications—to equip every child and every young person to achieve and thrive. I thank Professor Francis and the whole panel for their hard work and expertise. The review’s final report and our Government’s response have both been published today. We will publish a revised curriculum in 2027 for first teaching in 2028; we will update our GCSEs for first teaching from 2029; and we are planning to deliver new V-level qualifications from 2027.

This Government are facing the future boldly, taking our education system from narrow to broad. That means a curriculum rich in knowledge, strong on skills, and, in everything that we do, uncompromising on high standards, grounding every child’s education in the most important knowledge and disciplinary skills to master every subject—more specific on the most important content, to sharpen understanding, and more coherent in how different subjects slot together, to spark connections. It will be a truly world-leading curriculum: supportive, challenging, and urging all children on. The House should be in no doubt that I will put high standards to work, in the service of every child’s future.

Our work starts in the early years. Through our Best Start family hubs, we are supporting parents as their children take those first steps into learning. We are setting the foundations for their futures: developing language early, expanding the reach of maths champions, and introducing children to numbers early on.

As children arrive at school, they will begin to master the core subjects—the ones that unlock the rest of the curriculum—and reading especially. Whether it is for step-by-step instructions in a science experiment or a question in maths, reading is essential in every subject. It adds texture, colour and context—such as in history, by reading letters from soldiers on the frontline of the second world war. We have to build that right from the beginning. That is why we are introducing new training for reception teachers, to meet our ambition for 90% of children to reach the expected standard in the phonics screening check. We will double our reading ambition for all teacher training, for children who need the most help, reaching more than 1,200 primary schools, and we will train more teachers in 600 schools to help them teach reading fluency.

Together with reading must come writing and speaking, because in life we all need to express ourselves clearly and confidently, whether out loud or in writing. In July we published the new writing framework, which includes evidence-based ways to teach writing to children, and we are now going further by improving the primary writing assessment to focus on fluency. We will also design a new oracy framework to support children to become assured and fluent speakers and listeners by the time they leave primary school.

Too many children are falling through the gaps in the jump to secondary school, including on reading. Learning not just to read, but to read well, must be the entitlement of every child. It is the single most powerful driver of life chances that we have, yet too often problems that begin in primary are left to drift in those first years of secondary. The focus fades just when it should intensify. To make sure that every school is on top of this, we are introducing a new statutory reading test for all pupils in year 8. We will expect all schools to assess progress in writing and maths in year 8 as well, checking excellence in those vital skills. Our new regional improvement for standards and excellence—RISE—key stage 3 alliance will spread excellence from one school to the next. All children will benefit from a new combined oracy, reading and writing framework that will be embedded across the entire secondary curriculum, and the brand-new digital version of the national curriculum will help teachers to strengthen connections across subjects and stages.

On those firm foundations, we will build choice and breadth as children move into secondary school. That means preparing them to tell fact from fiction, truth from lies and right from wrong. Our young people need a rich core of knowledge and skills—the high standards that I am determined to drive—but we must take literacy further and wider. The reformed English programme of study and English language GCSE will open students up to a wide range of texts to see how arguments are made across different types of media, to discover the power of persuasion and emotive language in different contexts, and to understand how they can be used not just to educate but to manipulate—exploited by dark forces online to spread lies and sow division. That is why we are building media literacy to prepare young people not to consume passively, but to engage critically and to recognise and reject disinformation.

We are not just boosting media literacy. We are also boosting digital literacy through a reformed computing curriculum to allow pupils to navigate the opportunities and challenges of AI and much more, and we are boosting financial literacy to empower young people to make informed choices about money, saving and investing. All our plans aim to take education from narrow to broad.

We need a fundamental shift in what we value in our secondary schools. For that, we need a fundamental shift in how we measure attainment and progress to deliver the breadth that we want to see. Today I can announce that we will consult on improved versions of Progress 8 and Attainment 8, because the current structure holds us back in subjects that strengthen our economy and our society. Too often it restricts choice, turning children away from subjects like drama, art and design, and music. Our creative industries are a source of such national pride, but as Ed Sheeran has said so powerfully, we cannot continue to lead on the world stage without a broad base in our schools at home. The arts should be for all, not just a lucky few, so we will revitalise arts education, putting it back at the heart of a rich and broad curriculum.

To encourage variety to flourish in our curriculum, we will measure what matters. We will balance breadth with a strong academic core and promote mastery of the fundamentals, combined with student choice. We will strive for academic excellence, on a broad scale, in every classroom, art studio, dance hall and science lab. In those science labs, a new triple science entitlement will give all young people the best opportunity to get into exciting new careers in clean energy, digital technologies and life sciences. We will build the strongest science, technology, engineering and mathematics foundations, and introduce a new computing GCSE so that students can excel in the new advanced digital and AI qualifications, addressing critical skills gaps in the tech sector. We will go further, too, with a new enrichment entitlement for all that includes civic engagement, culture, nature and adventure, and sport, which will deepen children’s investment in their time at school.

The curriculum cannot begin and end in our schools; it must stretch from the best start in life programme to the post-16 White Paper. Last month, I updated the House on our plan for skills. Much of that is about supporting young people to build on this new curriculum and to make their post-16 choices from a clear landscape of A-levels, T-levels and the new V-levels, with clearer pathways through learning and into work, which will help them to develop skills to find a good job and get on in life.

Professor Francis and the expert panel have delivered a strong set of recommendations, upon which we will now build. Our new curriculum will be an expression of who we are as a modern nation—the knowledge, skills, values and ideas that will bring us together and take us forward, building on the past to shape the future.

For families who have withdrawn from education, the new national curriculum will be a chance to rediscover the power of learning once again. For every child across the country, it will be an invitation not just to share in our national story, but to write the next chapter. I commend this statement to the House.

[Madam Deputy Speaker]

I call the shadow Secretary of State.

[Laura Trott (Sevenoaks) (Con)]

I thank the Secretary of State for advance sight of her statement. I also thank Professor Francis for her work—any criticism of today’s announcement is directed not at her, but at the Government’s response to her review.

I welcome some of the measures announced today. I am pleased that the Government have not moved away from our phonics reforms. In 2012, only 58% of six-year-olds met the expected reading standard; today, the figure stands at over 80%. Primary school children in England are now the best readers in the western world.

I also note the introduction of a year 8 reading test, which I support in principle. If properly implemented, this could help to ensure that pupils maintain strong reading skills into secondary school. However, the review recommends maths and English tests, so why is the Secretary of State not introducing a statutory maths test?

I have serious concerns that the proposed wider changes will water down standards, lower expectations and divert teaching time away from the core education, which gives every child the best chance to get on in life. The temptation to make the curriculum a repository for every social concern is ever present, but when everything is a priority, nothing is. If we keep adding and adding, we risk diluting the very core that underpins academic success. There are many things that the Government talk about adding to the curriculum, but there is little honesty about what will be squeezed out as a result. I hope that the Secretary of State will be honest about what is being taken out of the curriculum, particularly in primary schools.

Let me make some specific points. First, the review states:

“It is vital that schools and colleges are able to innovate…and that teachers have the flexibility to extend the curriculum”.

I agree, but the Government’s disastrous Children’s Wellbeing and Schools Bill does precisely the opposite, by making the national curriculum compulsory for all schools and stripping away teachers’ freedom to adapt to the needs of pupils. It is nonsensical to talk about innovation while stifling it. The Secretary of State should abandon her assault on academy freedoms.

Secondly, the Government propose to reduce the number of exams by 10%, on the grounds that “only Singapore does more”. Well, Singapore also tops the international league tables in maths and literacy. Surely we should be learning from Singapore’s education system, not disparaging it.

Thirdly, the Government propose to abolish the English baccalaureate, which we put in place in order to give all children the chance to learn an academic core. Scrapping the EBacc is a backwards step. It will steer pupils away from history and languages, leaving fewer children with an understanding of our national story and fewer equipped to engage in a global economy. The irony is not lost on me that the Education Secretary herself studied history and languages. Why is she pulling up the drawbridge behind her and denying more young people the very opportunities that she benefited from?

Fourthly, the Education Secretary will introduce a new compulsory citizenship curriculum for primary schools. Forcing primary schools to use precious time to teach deprived pupils about media literacy and climate change before ensuring that they can read, write and add up is not going to encourage social mobility, which I thought Labour Members cared about. It is not clear at all how they are going to make time for this. What aspects of children’s education are being sacrificed for the Secretary of State’s political posturing?

As for new lessons on digital literacy and misinformation, I feel like a broken record. The Education Secretary said on the radio this morning, “I am worried about children spending hours in their bedroom looking at poisonous material that drips hate in their ears.” I agree. The right hon. Lady is right and I have a very easy solution: get smartphones out of schools and ban all our under-16s from social media. That does not need a lesson. It is something the Government have the power to do right now to help children with the vile content that they are seeing online, and to address the behaviour issues that we are seeing in schools—social media-driven knife crime and effects on attainment. I think the Education Secretary needs a lesson on social media harms, not children.

Finally, I turn to the right hon. Lady’s changes to school accountability. Professor Francis was clear in her report: do not change Progress 8. She wrote:

“We are strongly committed to the Progress 8 measure…it supports both student progress and curriculum breadth. We are therefore recommending making no changes”.

Yet the Education Secretary has overruled the review—the independent review that she commissioned herself. Why? We have been here before. Under the last Labour Government standards fell, ambition shrank and the attainment gap widened. The number of pupils studying core academic subjects halved. Britain slid down international rankings. It took Conservative reformers, like Michael Gove and Nick Gibb, to turn that around with evidence-driven policy, rigorous assessment and high expectation.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

Order. Ms Trott, you have run over your time. I hope you are going to conclude very quickly.

--- Later in debate ---

[Bridget Phillipson]

On languages, I share my hon. Friend’s determination to ensure that more young people have the chance to study modern languages. There is a particular challenge that we face around transition from primary to secondary—the review makes that clear—and that is one area for further action. On the EBacc, I am afraid that it did not have the outcome that was intended in improving languages take-up: we are no further forward than we were in 2010 in percentage figures. We are seeing increases in the number of teachers coming forward to train in modern languages, and that is welcome. I also believe that a new stepped qualification will provide a useful route for more young people to move on to study languages at GCSE.

On exams and time, particularly at GCSE, Ofqual has been clear that a 10% reduction in the time spent in exams—that amounts to two and a half to three hours—is more than achievable while at no point compromising the integrity or the high quality and standards of the system. We will work with the regulator to make that happen. We are an international outlier on the amount of time our children spend in exams at GCSE. On the year 8 reading test, we will introduce a statutory reading test to ensure that problems are identified and children supported. That will run alongside diagnostic maths and writing tests to ensure that children are also making progress in those key areas, but if you cannot read well, you cannot do anything else.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

I call the Liberal Democrat spokesperson.

[Munira Wilson (Twickenham) (LD)]

I thank the Secretary of State for advance sight of her statement and I thank Professor Becky Francis for her important work on the review. I welcome much of what has been announced today. As with free school meals and maintenance grants, this Secretary of State seems to enjoy adopting Liberal Democrat policies. I particularly welcome more enrichment activities and citizenship education, including financial and media literacy. But today, many headteachers across the country will be asking about the how. How will we fund this when budgets are already overstretched? With specialist recruitment targets missed year after year, including in physics, computer science and music, how will we find the subject specialists to deliver the new curriculum, not least the right to triple science at GCSE? Can the Secretary of State set out how she will protect time for other subjects, given the welcome new enrichment entitlement? Has she considered using money from falling school rolls to perhaps fund a longer school day?

Turning to the Secretary of State’s claims about breadth, instead of scrapping the EBacc did she consider broadening it? Having gone explicitly against Professor Francis’s recommendation to leave Progress 8 unchanged, the Government actually risk narrowing choice. The new Progress 8 model pits languages against creative arts for the first time. These two changes put together could mean the death of languages in our state schools.

The review missed the opportunity to broaden A-levels. The UK is an outlier in this regard. Combined with the defunding of the international baccalaureate in state schools, I worry that the Secretary of State’s legacy will be that breadth becomes the preserve of the privately educated.

[Mrs Sureena Brackenridge (Wolverhampton North East) (Lab)]

Members should be in no doubt about the difference that these changes will make, because when our young people succeed, society as a whole succeeds. I wish to put on the record my thanks to the Secretary of State for delivering on our promise of a curriculum that will better prepare children not just for exams, but for life. Over the years, previous Education Secretaries—let’s be real: we have had quite a few—lost sight of what school should really be about. It is about more than exams; it is about preparing children for the modern world and the realities of life. This renewed focus on oracy, reading, writing, maths and triple science, which are vital life skills to—

[Madam Deputy Speaker (Ms Nusrat Ghani)]

Order. This is a statement—you must have a short question. Please finish quickly.

[Mrs Brackenridge]

Thank you, Madam Deputy Speaker. Financial and media literacy are core skills to develop young people. How will the Secretary of State ensure that schools have the funding, resources and preparation time necessary to implement the reforms?

--- Later in debate ---

[Bridget Phillipson]

My hon. Friend is right to draw attention to the need to ensure that children with special educational needs and disabilities secure better outcomes and have better support through their education and their school life. Every child in our country deserves the best possible school experience, and that is especially true for children with SEND, many of whom do not feel that that is a reality and whose parents are really struggling. That is why, through our schools White Paper and the wider work we will be taking forward around SEND reform, we will ensure that their voices are heard through a co-creation process as we move to a better system of support—one where every child in our country can achieve and thrive.

[Madam Deputy Speaker (Ms Nusrat Ghani)]

Order. We have just 30 minutes remaining, so colleagues will have to be brief.

[Manuela Perteghella (Stratford-on-Avon) (LD)]

Department for Education data shows that only 22.7% of students retaking GCSE English or maths post-16 achieve a grade 4 or above. This means that many young people are trapped in a loop, and they often miss the grade by one point. What steps will the Secretary of State take to ensure that students who are unlikely to achieve grade 4 in GCSE maths and English are offered practical alternative pathways so that they can succeed in these important subjects?

--- Later in debate ---

[Bridget Phillipson]

I agree. We want to make sure that teachers are ready for the new curriculum. We will introduce a digital version of the national curriculum to support teachers to more easily sequence their school curricula. We will also provide high-quality free digital resources through Oak National Academy, as well as more curriculum support and continuing professional development. Our RISE teams will work with schools and school leaders to drive up standards.

[Madam Deputy Speaker]

Now for a short question masterclass from Sir Desmond Swayne.

[Sir Desmond Swayne (New Forest West) (Con)]

This is education in the clouds when contrasted with the reality of a war against elitism, which is so often actually a war against excel-ism on the ground, is it not?