Our response to the Curriculum and Assessment review – call for evidence.
Professor Becky Francis CBE
Department for Education
20 Great Smith Street
London
SW1P 3BT
By e-mail to: [email protected]
21st November 2024
Dear Becky
Curriculum and Assessment review – call for evidence
I’m writing to you to share the Local Government Association’s (LGA) response to your call for evidence on how the curriculum and assessment system can be improved, what works well in the current system, as well as providing details of anything that doesn’t work. This response has been agreed by the four, cross-party lead members who sit on our Children and Young People Board. I hope that you find our feedback to be constructive and we would be more than happy to continue to work with you as you consider any changes to the curriculum and assessment as a result of responses from councils and other stakeholders.
Councils have not been involved in the day-to-day running of schools for many years, but our members maintain an overarching duty “to exercise their relevant education functions with a view to promoting high standards” (Education Act 1996, S13A) and have a legal responsibility to promote the wellbeing of all local children.
There is currently a significant national policy disconnect which fails to recognise that schools are an integral part of the wider well-being system. In terms of social justice and inclusion, schools are the biggest prevention resource available in any council area and yet, not in all areas at all times, are seen as separate (or they perceive themselves to be). Schools must be seen as being the central component to the successful development of any children and families policy, of which curriculum is a central element.
We acknowledge that the existing curriculum and assessment works for many pupils and has driven up standards in core subjects. We do not support measures that seek to undo this and instead support changes that compliment and enhance existing arrangements.
Our overall concern with the existing curriculum and assessment system is that it is not sufficiently inclusive in promoting the wellbeing of all children, particularly those with Special Educational Needs and Disabilities (SEND) and who need support for their mental health. We are calling for the embedding of a whole education approaches to mental health and wellbeing across all education settings (including the early years) and should form a core element of this review.
We believe that as many children as possible need to be educated in their local mainstream school and that a reformed curriculum and assessment system can play a part in this and preparing all children to live independent and fulfilling lives as they grow older. Achieving this will require courage and a significant shift; the government must bring together parents and carers, schools, and all partners on this journey.
We would therefore like to see a curriculum introduced that not only promotes academic excellence but also fosters creativity, critical thinking, and life skills essential for personal and professional success. Culture, being physically active, skills and technical education should be a core part of the education offer for young people and should be placed on an equal footing with academic subjects. Better connection between councils’ wider services and the curriculum is needed. For example, council run culture, library and leisure services make an important contribution by providing opportunities for children and young people to maintain literacy and physical activity levels during the summer holidays which is when they traditionally tend to decline.
Any programme of reform needs to build on that with the development of functional skills for those children for whom the current system does not work. A clear focus needs to be life skills, starting in the early years and continuing up to the age of 18 would benefit all children and particularly those who have additional support needs. While it is outside the scope of this call for evidence, curriculum reform must be accompanied by efforts to improve the environment in which its delivered, with a focus on reforming attendance and behaviour policies.
A broad and balanced curriculum is essential for enhancing opportunities and outcomes for all children, fostering a holistic educational experience that nurtures diverse talents and interests is vital. By incorporating various subjects - ranging from arts and sciences to physical education and humanities - children can explore different pathways, discovering their strengths and passions. This approach not only promotes cognitive development but also cultivates critical thinking, creativity, and social skills, preparing students for a rapidly changing world. Moreover, a well-rounded curriculum supports inclusivity, ensuring that every child, regardless of their background or abilities, can engage meaningfully with their education. Investing in a diverse curriculum equips children with the skills and knowledge necessary to thrive both academically and personally, paving the way for their future success.
As with the curriculum, we believe that existing approaches to assessment work for many children and young people and the review should focus on improving the system for those that it currently fails. Bringing in a form of continuous assessment, as an alternative to high stakes exams, will benefit many children and reflect in the way that children learn. We are concerned that are also concerned that the burden of assessments significantly impacts the wellbeing of students. The stress associated with high-stakes testing can lead to increased anxiety, diminished self-esteem, and disengagement from learning altogether. Further to that, we do not believe it is reasonable to expect all children to navigate the curriculum at the same pace, if some children need more time they should be allowed to have it.
Accountability should not rest solely on test scores or metrics and should instead encompass a broader understanding of student achievement and progress, one that recognises varied talents and competencies. Linking assessment types to a broad and balanced curriculum while prioritising the wellbeing of students, will result in the creation of pathways for all young people to achieve their potential.
With regards to transitions between phases, we would like to see a more integrated approach that emphasises the importance of collaboration between schools that would result in all pupils experiencing an uninterrupted educational experience that supports all children and young people in meeting their potential.
Finally, I would like to draw your attention to the important role that we think the curriculum can play in ensuring young people have a good understanding of local democracy and the role of councils and councillors.
Councillors are at the centre of local democracy, making decisions that impact the everyday lives of residents in their area. However, the general public's understanding of what councillors and councils do is generally low. A lack of understanding of the role of councillors as opposed to members of parliament, combined authority mayors, police and crime commissioners and parish councillors can lead to unmet expectations, frustration and feelings that residents can't influence the decisions that impact their lives. These decisions also impact children's lives, yet local government is not mentioned in the key stage three programme of study and only very superficially discussed at key stage 4, whereas the national parliamentary system is covered in much greater detail at both stages.
This knowledge deficit will become more evident if the government's proposals to introduce votes for 16- and 17-year-olds become a reality. Misinformation and disinformation can significantly impact individuals, elected members, and democratic processes if left unchecked, as well as negatively impact other parts of society. We supported the introduction of the false communications offence in the Online Safety Act 2023. However, this issue cannot be dealt with by policing alone; education is also vital to mitigate this growing threat.
Consideration should be given to improving the democratic literacy of school-age children through changes to the national curriculum. Priority areas include developing skills for identifying and avoiding misinformation and understanding local decision-making and the rights and responsibilities of citizens and elected members in the democratic system.
Councils are clear that reforming systems of curriculum and assessment will not on their own reverse the trend of children leaving mainstream, but it can play an important role in signalling that mainstream settings are places where many children with additional needs can thrive. Any reform must be adequately resourced to avoid placing any additional burden or reduce the existing burden on an already over-stretched teaching profession. Manageable workloads for all school staff will ultimately benefit students through more dedicated focus and support.
I look forward to seeing the review’s response to this call for evidence in due course and would be delighted to continue to work with you and your team on this important piece of work.
Yours sincerely
Councillor Arooj Shah
Chair, Local Government Association Children and Young People Board