The new Department for Education white paper, Every Child Achieving and Thriving, sets out a ten-year vision for England’s education system. Presented to Parliament by Bridget Phillipson, it argues that high standards and inclusion are not competing priorities but “two sides of the same coin”.
For educators, this is not a minor policy adjustment. It is a structural shift in expectations around curriculum, SEND, attendance, accountability, enrichment and collaboration.
Below is a breakdown of the key themes and what they mean in practice.
1. A System-Wide Ambition: Higher Standards for All
The white paper sets a clear long-term aspiration:
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On average, pupils will leave secondary school achieving a Grade 5 or above across GCSEs.
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The disadvantage gap will be halved.
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Attendance will rise above 94 percent.
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More pupils will report a strong sense of belonging in school.
Importantly, these are framed as system-level ambitions rather than individual school targets. The message is clear: incremental improvement is no longer enough. The expectation is structural change that lifts outcomes for all pupils, especially the most disadvantaged.
Implication for educators:
Expect increased scrutiny on progress for disadvantaged pupils, pupils with SEND and those capable of higher attainment. Data will matter, but so will evidence of inclusion, belonging and engagement.
2. “Narrow to Broad”: Curriculum Reform
A central shift in the white paper is from a “narrow” conception of schooling to a “rich and broad” one.
Following the Curriculum and Assessment Review led by Becky Francis, the government commits to:
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A refreshed national curriculum for first teaching from 2028.
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Updated GCSEs from 2029 onwards.
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A knowledge-rich and coherent curriculum model.
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Greater emphasis on oracy, media literacy, financial literacy and sustainability.
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A statutory reading assessment in Year 8.
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Consultation on reforms to Progress 8 to better recognise breadth.
The review does not abandon academic rigour. Instead, it reframes rigour as compatible with inclusion, creativity and adaptability.
Implication for educators:
Curriculum conversations in schools should now focus on:
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Coherence and progression, especially at Key Stage 3.
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Explicit teaching of oracy and disciplinary literacy.
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Reading fluency beyond primary.
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Critical engagement with information in a digital age.
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Ensuring subject breadth is protected, including arts and creative subjects.
Schools may want to begin curriculum audits now, rather than waiting for 2028.
3. Early Years as the Foundation
The paper places unusual emphasis on early childhood. It links education reform to family support and wider public services, including Best Start Family Hubs.
Targets include:
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75 percent of children reaching a good level of development by the end of Reception.
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90 percent meeting the expected standard in the Year 1 phonics screening check.
There is also a strong push for better transition between early years settings and schools.
Implication for educators:
Primary leaders should prioritise:
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Stronger partnerships with feeder nurseries.
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Reception pedagogy that blends play, language development and structured teaching.
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Early identification of additional needs.
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Parental engagement from the outset.
The message is clear: secondary reform begins in Reception.
4. “Sidelined to Included”: A Reset on SEND
One of the most significant sections addresses SEND reform.
The white paper argues that mainstream schools must become more inclusive, supported by:
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A £1.6 billion Inclusive Mainstream Fund.
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A new £1.8 billion Experts at Hand service.
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Individual Support Plans (ISPs).
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Specialist Provision Packages underpinning EHCPs.
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Investment in inclusion bases and accessible buildings.
The tone marks a clear shift. Inclusion is not optional, and specialist provision is positioned as complementary, not default.
Implication for educators:
Schools should prepare for:
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Greater accountability for inclusive practice.
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Enhanced expectations around early identification.
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Stronger collaboration with health professionals.
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Increased CPD in adaptive teaching and SEND.
Inclusion will be both a moral and performance priority.
5. Attendance, Behaviour and Belonging
The white paper connects academic success with pupil engagement and belonging.
It proposes:
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A new pupil engagement framework.
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Minimum expectations for home–school partnerships.
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20 million additional attendance days nationally by 2028–29.
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Stronger behaviour guidance.
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School profiles to provide parents with clearer information.
There is a clear recognition that absence, disengagement and mistrust cannot be solved through sanctions alone.
Implication for educators:
Expect increased focus on:
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Attendance data and intervention strategies.
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Relationship-building with families.
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Clear communication systems.
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Measuring pupil voice and belonging.
Belonging is positioned as a measurable driver of attainment, not a soft add-on.
6. Staffing and Professional Development
The white paper commits to:
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6,500 additional expert teachers.
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Expanded SEND CPD funding.
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A Teacher Training Entitlement.
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Leadership mentoring.
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Improved maternity pay for teachers and leaders.
There is also strong language around collaboration and system-wide improvement.
Implication for educators:
Leaders should:
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Plan strategically for CPD, especially in SEND and curriculum delivery.
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Strengthen leadership pipelines.
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Engage with new RISE (Regional Improvement for Standards and Excellence) structures.
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Prepare for increased collaboration through school trusts.
Professional development is no longer discretionary. It is central to reform delivery.
7. Collaboration as Structural Reform
Perhaps the most structural reform is the commitment that all schools will be part of a trust, including those established by local authorities or area partnerships.
The paper positions collaboration as essential to raising standards and delivering inclusion.
Implication for educators:
Whether academised or maintained, schools should expect:
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Greater system-level accountability.
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Trust-level inspection.
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Clearer roles for local authorities.
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More formalised partnership working.
Isolation will not be sustainable under this model.
8. What This Means Strategically for Schools
For senior leaders and governors, the white paper suggests five immediate strategic priorities:
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Audit inclusion and adaptive teaching practice.
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Review curriculum coherence, especially at Key Stage 3.
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Strengthen early years and transition processes.
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Develop a robust attendance and engagement strategy.
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Invest deliberately in staff development aligned to reform themes.
The white paper is explicit that implementation will be phased, with full delivery from 2028–29. However, cultural shifts will begin much earlier.
Final Reflection: Standards and Inclusion Together
The defining message of Every Child Achieving and Thriving is that high standards and inclusion are inseparable.
The paper rejects the idea that academic excellence is achieved by narrowing the curriculum or excluding pupils who struggle. Instead, it argues that the strongest schools combine:
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Knowledge-rich teaching
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Broad opportunity
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Inclusive practice
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Strong relationships with families
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System collaboration
For educators, the challenge is significant but also clarifying. The direction of travel is not ambiguous. The next decade will focus on:
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Raising attainment
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Closing disadvantage gaps
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Rebuilding belonging
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Embedding inclusion
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Broadening educational experience
Schools that align early with these priorities will be best placed to thrive in the reform landscape.
For the full policy detail and implementation timelines, read the complete white paper: Every Child Achieving and Thriving (Department for Education, February 2026).
