In September 2024, the Department for Education (DfE) initiated a review of England’s national curriculum and statutory assessment system with the aim to ensure they effectively meet the needs of children and young people.
You can read the full response to the survey here.
Our approach to the survey
Our response to the DfE’s call for evidence was informed by feedback from staff at Inscape, our specialist school supporting children from Year 1 to Year 14. While Inscape is not required to follow the national curriculum, much of our curriculum is still aligned with the national framework.
Our feedback to the DfE
Relevance of core subjects
Staff emphasised the importance of making subjects like English and Maths relevant to students.
Flexibility in assessments
We advocate for granting teachers more discretion in administering statutory assessments, adopting a person-centred approach tailored to each student’s needs, to foster a more inclusive system.
Formative assessments
Implementing formative assessments can effectively track incremental progress and identifying gaps early on, allowing for tailored teaching approaches that ensure students with SEND progress at their own pace.
When students can see the purpose of what they are learning and understand its personal significance, it can transform their attitude toward the subject.”
– Staff member
Digital tools for SEND
Developing flexible digital tools specifically designed for young people with SEND would enhance schools’ ability to monitor progress accurately and set meaningful targets.
Local Authority (LA) accountability
LAs should face greater scrutiny regarding their role in ensuring Education, Health and Care Plans (EHCPs) are accurate and meaningful. Central government must provide adequate funding to allow LAs to comply with their statutory obligations.
Specialist support in classrooms
In smaller class settings, such as those at Inscape, the presence of additional specialists like speech therapists, occupational therapists, play therapists, Positive Behaviour Support (PBS) practitioners, and nurture practitioners allows for tailored interventions and ongoing assessments. Expanding this model could better support students’ progress and inclusion in mainstream settings.
Integration of therapists
Introducing speech and language therapists into schools, alongside occupational therapists, could enable targeted interventions.
What’s next?
A 12-member panel has been appointed to guide this review. The panel is currently analysing the submissions.
Our Policy and Campaigns team will monitor these developments closely.
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