Westminster Education Forum

This conference considered next steps for teacher recruitment and retention in England.

It was a timely opportunity for stakeholders and policymakers to discuss priorities for the direction of policy under the new Government, looking at professional development, staff well-being, workloads, and teaching standards. It came with the allocation of £1.2bn in additional funding for a teacher pay award and reform of the Ofsted school inspection process.

Delegates assessed what will be needed if the Government’s ambition to recruit 6,500 new teachers is to be achieved, including the impact of financial incentives in recruiting and retaining teachers so far, and potential options for their expansion by the new Government. Those attending looked at priorities for utilising and channelling £2.3bn increased funding to support teacher recruitment next year, announced in the Budget.

The agenda included a focus on teacher retention, with DfE statistics published in the last Parliament showing recruitment targets in key subjects had been missed. Attendees looked at latest thinking on tackling issues that may contribute to teachers leaving the profession, looking at workload challenges, pupil behaviour, and the scope for flexibility within the profession as the Government announces plans to enable working from home in free periods for marking.

Further sessions considered the likely impact on the profession of reform to the Ofsted grading system announced in September 2024, replacing single-word judgements with a report card system. Delegate considered the impact of inspection reform on workforce well-being and mental health, as well as workload implications of the inspection process.

We are pleased to have been able to include keynotes sessions with: Sue Lovelock, Director, Teacher Workforce, DfE; and Jack Worth, Lead Economist and School Workforce Lead, NFER.

Overall, sessions in the agenda looked at:

• recruitment and retention:
  
  • examining the effectiveness of financial incentives - new approaches to tackling teacher shortages in key subjects and developing subject specialists
  • improving diversity when recruiting teachers for schools in need of improvement - next steps and best practice for supporting teachers
• promoting teaching as a career:
  
  • the impact so far of the Every Lesson Shapes a Life campaign - options for its expansion
  • increasing the effectiveness of campaigns to promote the teaching profession and advance recruitment - learning from best practice in other professions
• staff well-being:
  
  • supporting mental health - strategies for managing and reducing workloads - tackling fatigue and burnout
  • developing supportive organisational cultures - improving support for early career teachers - the impact of flexible working
• professional development:
  
  • improving the impact of CPD - the future of National Professional Qualification funding - scope for professional autonomy
  • designing whole-school strategies - management and implementation of flexible working - what can be learnt from other professions
• quality and accountability:
  
  • the potential impact of reform to the Ofsted inspection process - prioritising teacher well-being during the inspection process - implications of a report card system on staff
  • considering the Curriculum and Assessment Review and its potential impact on the workforce

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. Those that attended include officials from DfE; Ofsted; HoC Library; NAO; DE, NI; DfE, NI; and the Welsh Government.

This conference discussed the future of assessment in England’s schools and priorities for digital assessment moving forward.

It brought together stakeholders and policymakers to discuss key issues being considered in the ongoing Curriculum and Assessment Review (CAR) following the publication of its aims, terms of reference and working principles.

With the goal of developing an assessment system that captures the strengths of every child and young person, those attending this conference had an opportunity to input into the review’s findings following the recent publication of its Call for Evidence, and consider key options for meeting its aims.

We are pleased that Prof Jo-Anne Baird, Member, Curriculum and Assessment Review Group was a keynote speaker at the conference.

The conference was an opportunity to consider the role of digital assessment moving forward, with the rising prominence of AI and increased interest in on-screen assessment options, as well as sector objectives for students to sit exams digitally by 2030.

Delegates considered latest thinking on the role of formative, summative and high-stakes assessment moving forward, as well as improving assessment accessibility for disadvantaged learners and students with SEND.

There was also a focus on findings from OCR’s recently published Striking the Balance: A review of 11-16 curriculum and assessment in England, conducted by Rt Hon Charles Clarke, which focused on the intensity of exams at age 16 and potential alternatives, alongside the commitment from the CAR to consider the burden of assessment on learners.

Further sessions assessed priorities for achieving the CAR’s aims of ensuring the assessment system captures children and young people’s knowledge and abilities, as well as not placing undue burdens on education staff and - wherever possible - supporting manageable and sustainable workloads for teachers, lecturers, support staff and leaders.

In addition to strategies to reduce contested grades, further planned sessions looked at the place of assessment in school accountability and measurement of progress. It followed the House of Lords Education for 11-16 Year Olds Committee calling for an end to the English Baccalaureate to allow curriculum time and resources to be allocated to technical, digital and creative studies. With school assessment, accountability and the curriculum in England all subject to reform, delegates looked at how school performance can be effectively measured moving forward.

Delegates also looked at how technology can be used to monitor student progress and identify areas for improvement, as well as its potential impact on staff workloads. We also expected discussion on implications and opportunities of digital exams, evaluating the risks and benefits of remote invigilation, the use of adaptive testing and identifying potential bias in written tests, reducing teacher workload, and supporting disadvantaged students.

Overall, areas for discussion included:

• assessment reform: options from the Curriculum and Assessment Review - building on system strengths - strategies for future assessments
• exam system priorities: lessons from the 2024 exam season - system agility - high-stakes, formative and summative assessments - teacher autonomy - supporting student development
• high stakes assessment at 16: evaluating effectiveness in preparing learners for further study - assessment burden for learners
• school accountability and EBacc: priorities for ensuring accountability - future of the English Baccalaureate - curriculum time for technical, digital and creative studies
• inclusion: improving assessment accessibility - latest thinking and best practice in supporting of students with SEND
• digital assessment: remote and on-screen examination options - role of AI in assessments - addressing digital inequalities - inclusivity and accessibility
• workload and technology: placing manageable demands on teachers and other staff - opportunities for technology to reduce workload, monitor student progress and support improvement
• innovation in assessment: adaptive testing - remote invigilation - developing assistive technologies - identifying and reducing potential biases
• measuring school performance: effective methods for monitoring progression and attainment - improving use of data - balancing assessment, accountability and curriculum reform

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices, and more widely. This includes the full proceedings and additional articles submitted by delegates. As well as key stakeholders, those that attended include officials from DfE; IfATE; Ofsted; DoE, NI; and the Welsh Government.

This conference examined next steps for sport and PE provision in England.

It was a timely opportunity for policymakers and stakeholders to discuss priorities for policy, following the launch of the new Government’s Curriculum and Assessment Review, which aims to deliver a broader curriculum with increased access to subjects such as sport. It also comes with commitments by the Prime Minister before the election to equal access for girls and boys to sport, and curriculum reform to support provision of PE.

Delegates considered the impact of the Children’s Wellbeing Bill, to be introduced to Parliament this year, which will require schools to reduce the number of kit items required for PE in order to reduce barriers to participation for families struggling with costs.

We also expected discussion on the future direction of existing policy, including:

• the School Sport and Activity Action Plan, looking at the way forward for schools and key stakeholders in tackling challenges they face in providing high quality PE and sport
• Enhancing physical education provision and improving access to sport and physical activity in school guidance, which includes examples of high quality provision, and the ways in which schools can remove barriers to participation and build relationships with local and national sporting bodies

Delegates looked at approaches to supporting primary and secondary schools, in line with the Chief Medical Officer’s guideline of at least two hours of sport and PE per week.

Sessions in the agenda looked at tackling barriers to participation of pupils in sport and PE, and latest thinking on reducing inequalities affecting girls, certain ethnic groups, underprivileged children and those with SEND. Delegates discussed best practice for engagement and implementing appropriate adjustments, ways of improving coordination between departments within schools, such as employing Inclusion and Learning Support Teams, and opportunities for forming relationships with sporting bodies and training more female coaches.

Future funding was discussed, including use of the PE and sport premium in primary schools to support aims for daily physical activity, along with issues relating to accountability, with the new mandatory digital tool introduced for reporting use of pupil premium funding. Delegates also discussed the long-term funding model for sport and PE in schools, with a commitment to funding through the premium until the end of the 2024-25 academic year.

Areas for discussion included:

• policy priorities: the new Government’s Curriculum and Assessment Review - increasing access to sport - next steps for provision in England’s schools - the way forward for boosting high quality PE and sport - boosting participation
• funding: the use of pupil premium funding and school accountability - funding of sporting facilities
• delivery: curriculum design and standards - timetable scheduling for PE - effective assessment methods - implementation of recently published government guidance - examples of best practice 
• provision: opportunities and challenges for raising sport and PE standards in schools - improving extra-curricular activity offers outside school hours 
• inclusion:
  
  • engaging under-represented groups - appropriate adjustments for young people with SEND and coordination between school departments
  • building upon successes, such as the boost to girls playing football and young people engaging in walking, cycling and using scooters for travel
• collaboration:
  
  • promoting multi-agency coordination and best practice across schools and the wider sports sector
  • specialist training for teachers - post-16 sport and progression pathways for those studying sport
• impact: latest thinking on how physical activity supports the health, mental wellbeing, confidence and behaviour of children and young people

All delegates were able to contribute, alongside key policy officials, to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. Those that attended include officials from DCMS; DHSC; and CMA.

This conference focused on key issues, progress and next steps for provision of climate change education in England, and for supporting the introduction of sustainability education programmes in England’s schools.

It was a timely opportunity for policymakers and stakeholders to discuss priorities for policy, following the launch of the new Government’s Curriculum and Assessment Review, and latest thinking on the place of climate change within the reformed curriculum.

Delegates also examined rollout of the DfE’s Sustainability and Climate Change Strategy, including its target for all educational settings in England to have nominated a sustainability lead and put in place Climate Action Plans by 2025, which includes curricular and extra-curricular activity.

Delegates assessed progress so far in the expansion of the Climate Ambassadors Scheme and its aims going forward, as well as priorities for government, education providers and industry.

The conference was also an opportunity to consider the new Natural History GCSE, due to be introduced by September 2025, looking at key issues for implementation and how the new qualification will enable learners to gain a deeper knowledge of the natural world and environmental issues.

There was discussion on rollout of the Climate Action Planning Sector Engagement and Support Service (SESS), which aims to provide free cross-disciplinary climate and sustainability support to education settings as part of DfE’s wider National Climate Education Action Plan, and Sustainability and Climate Change Strategy.

We are pleased to have been able to include keynote sessions with:

• Professor Andrew Charlton-Perez, Co-Lead, Climate Ambassador Scheme - on the rollout of the scheme
• Mary Colwell, Conservationist, Author, and Director, Curlew Action - on ambitions for the new Natural History GCSE
• Lauren Hyams, Head, Learning and National Programmes, Natural History Museum - on increasing collaboration across educational settings and empowering pupils to take action on climate change

Areas for discussion in the agenda included:

• implementation: securing resources - widening access to climate change education, for both learners and teaching staff - addressing inequalities in pupils’ access and participation
• collaboration: frameworks for industry experts working with schools to both develop teacher training and help schools achieve their sustainability aims
• best practice: how peer-to-peer learning between schools, regional hubs, universities and industry experts will work in practice - approaches for increasing strategic and regional partnerships
• engagement: strategies for increasing pupil engagement and uptake in STEM and sustainability subjects
• progression: creating effective pathways into further study - improving education and careers guidance and equipping young people with sustainability skills that are in high demand

All delegates were able to contribute, alongside key policy officials, to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. Those that attended include officials from DfE; Defra; IfATE; OEP; Department for the Economy, NI; DESNZ; DSIT; Isle of Man Government; LocatED; NAO; Planning Inspectorate; RAF; and the Welsh Government.

This conference focused on next steps for raising attainment and standards in England’s primary and secondary schools, and the future of the school curriculum.

Delegates discussed priorities for the independent Curriculum and Assessment Review launched by the Government, which will look at key challenges to achievement for young people at each key stage, with aims to deliver a broader curriculum which provides a strong foundation in the core subjects and embeds key life skills, including for the world of work.

The review chair, Professor Becky Francis, was a keynote speaker at the seminar and it was an early opportunity to discuss priorities for the Review as work begins.

We are also pleased to be albe to include a further keynote session with Sarah Yip, analyst at the National Audit Office, with the conference taking place following NAO’s report which raised concerns over whether the DfE is achieving value for money through its funding to support the attainment of disadvantaged children in England.

The conference was also an opportunity to assess key Government proposals to improve attainment included in the Children’s Wellbeing Bill, announced in the King’s Speech, and practicalities for their delivery, including the proposed introduction of free breakfast clubs in every primary school with the aim of improving attendance rates, and the commitment to ensure all schools teach the national curriculum.

Further sessions explored approaches to addressing geographical disparities in attainment and the development of targeted interventions for students most at risk of falling behind. A-level results in 2024 revealed that the attainment gap between the highest and lowest achieving regions is at its largest since 2019, alongside disparities between results in the north and south of England, despite an overall rise in top grades, with GCSE results also showing regional variations.

Delegates discussed the future role of tutoring and how to effectively target interventions to support underachieving students, including those from disadvantaged backgrounds, learners with SEND, and those who are disproportionately likely to struggle. How schools can best increase social contact between parents and learners and drive engagement was discussed, with measures in the Bill requiring schools to cooperate with the local authority on school admissions, SEND inclusion and place planning.

Attendees also considered pupil behaviour and absenteeism following the pandemic, looking at the role and impact so far of attendance hubs introduced by DfE last year, alongside the likely impact of proposed measures to require local authorities to maintain Children Not in School registers.

Strategies for better engaging learners were examined, looking at provision of extra-curricular activities following its recently reported positive impact on attendance and outcomes in EPI’s Annual Report 2024.

Latest thinking on best practice in identifying children most at risk of falling behind in the early years was discussed, and next steps for easing transitions to primary school. Strategies were discussed for boosting language skills for children through early language interventions, and priorities for maintaining progress in literacy and raising attainment in numeracy in key stages 1 and 2.

Looking at approaches to improving disadvantaged students’ outcomes and employment prospects, the agenda brought out views on the role of HEIs and employers in engaging with schools and FE providers to aid progression, next steps for improving attainment for GCSE retakes in English and maths, and how targeted interventions can improve social mobility for learners.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. Those that attended include officials from DfE; HoC Library; NAO; DWP; and Department for the Economy, NI.

This conference considered next steps for the implementation of reform to qualifications at Level 2 and below in England.

It followed the announcement from the Secretary of State that the DfE will take a short pause and review post-16 qualification reform at Level 3 and below.

Delegates looked at the current Level 2 landscape following the announcement from the Secretary of State and the way forward following the review, which is expected to be published by the end of the year, with reformed qualifications at Level 2 currently scheduled to be introduced on a phased approach between 2025 and 2027.

Delegates looked at how best to prepare providers for delivery of revised qualifications. The agenda brought out latest thinking on improving the attainment and progression of learners, and assessing capacity within the qualifications landscape to effectively implement proposed reform.

The conference also followed the recent launch of Skills England which will be established in phases over the next 9-12 months, with aims to support collaboration between local government, businesses and the education sector to meet national and local skill needs. Delegates looked at priorities for the new body and for reforming the Apprenticeship Levy.

It was also a timely opportunity for policymakers and stakeholders to discuss priorities for policy following the launch of the new Government’s Curriculum and Assessment Review, including implications for Level 2 qualifications. The review will look to drive improvements while protecting the role of examinations, and consider whether existing assessment methods are robust enough to ensure quality and reliability across Level 2 qualifications, with proposals from the Children’s Wellbeing Bill aiming to ensure all schools teach the national curriculum once the review is complete.

There was discussion on how best to improve the accessibility of qualifications for disadvantaged students and students with SEND. Delegates considered the role of careers hubs and guidance in aiding student progression to Level 3 and helping students navigate the reformed qualification landscape, as well as priorities for upskilling and retraining among the teacher workforce.

Delegates also considered the efficacy of the T Level Foundation Year in preparing students for progression to T Levels, in light of concerns over low numbers of students successfully progressing from the foundation level.

Further sessions discussed the use of Level 2 qualifications to plug local and national skills gaps, including how providers and awarding bodies can better meet the needs of employers and learners, looking at approaches to ensure that taught content is applicable in relevant industries and sectors moving forward.

The agenda also included discussion on routes and rates of progression to apprenticeships and other technical qualifications at Level 3, and pathways into skilled employment for learners.

We were pleased to have been able to include keynote sessions with: Helen Kemplay, Head, Post-16 Qualifications Reform at Level 2 and Below, DfE; Karl Anderson, Head, Qualifications Policy, IfATE; Jenifer Burden MBE, Director, Programmes, Gatsby Charitable Foundation; and Ciaran Roche, Public Affairs Manager, Association of Employment and Learning Providers.

Overall, areas for discussion included:

• reform: priorities for the Level 2 qualification market moving forward - immediate policy options with the Government currently conducting a short Review - preparation for delivery - student options - policy priorities for the future qualification landscape
• quality and standards: exploring best practice in Level 2 teaching and learning - preparing providers for delivery of the reformed qualifications due in 2025 - upskilling and retraining the workforce
• student progression: examining progression routes to Level 3 qualifications - assessing the impact of the T Level Foundation Programme - aiding student progression into further education and employment
• partnerships: priorities for Skills England - how providers and awarding bodies can work with employers - meeting the needs of students and employers - aligning Level 2 qualifications with local and national skills gaps - green skills
• accessibility: improving support for learners in navigating the qualification landscape - improving accessibility for learners with additional needs

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. Those that attended include officials from DfE; Ofsted; IfATE; DBT; DSIT; GLD; HMPPS; and RAF.

This conference considered next steps for careers guidance in England’s primary and secondary schools, and post-16 settings.

It brought together stakeholders and policymakers to discuss priorities and key considerations for the new Parliament, in light of the Government’s commitment to boost careers guidance for one million students through recruiting 1,000 new careers advisors, alongside a commitment to deliver two weeks’ worth of work experience for every young person to combat skills shortages in the workplace.

The conference also took place amidst the new Government’s wider plans to establish a Youth Guarantee of access to either training, an apprenticeship or support to find work for all 18-21 year-olds. Plans also include creation of a new national jobs and career service by merging Jobcentre Plus and the National Career Service, with Labour Party analysis prior to the election suggesting that one million children are at risk of receiving inadequate information about the jobs and opportunities available to them.

Delegates also discussed what will be needed for policy and implementation to build upon recommendations and address concerns from:

• the Education Select Committee’s inquiry into Careers Education, Information, Advice and Guidance in the last Parliament
• Ofsted’s Independent review of careers guidance in schools and further education and skills providers, published last year

Areas for discussion raised by the Education Committee included:

• funding for school careers programmes and upskilling for teachers
• addressing gaps in access to quality work experience following the pandemic
• and access to quality careers guidance for disadvantaged students and students with SEND

Delegates also looked at key challenges identified in Ofsted’s thematic review, including:

• how to increase the amount of time available to schools to effectively deliver careers guidance
• options for better linking careers guidance to a school’s curriculum
• improving close working between school leaders, teachers and careers staff
• enhancing the use and collection of destinations data

Further sessions assessed the role of careers hubs, looking at best practice in facilitating partnerships between employers and providers, and approaches to engaging employers.

The quality of careers guidance and how it can be raised in schools, post-16 settings and non-school youth organisations were discussed, alongside priorities for the equal promotion of academic, technical and vocational routes following a change in the law last January, which requires all year 8-13 pupils to have at least six opportunities to meet with technical education providers.

Delegates assessed progress following the announcement of the primary careers programme, with discussion on how best to develop cross-curriculum approaches to implementing careers guidance in primary settings, as well as raising aspirations for children and supporting staff.

We are pleased to have been able to include keynote sessions with: Alex Iles, Head, Careers Strategy and Infrastructure, DfE; Professor Carol Davenport, Director of NUSTEM, Northumbria University; Alex Hughes, Chair of Trustees, Green Jobs Foundation; David Morgan, Chief Executive, Career Development Institute; and John Yarham, Deputy Chief Executive, The Careers and Enterprise Company.

All delegates were able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. Those that attended include officials from DfE; ETI; DWP; IfATE; SMC; Ofsted; Department of Education, NI; DFHERIS, ROI; DSIT; HMRC; RAF; Department for the Economy, NI; and the Welsh Government - as well as a parliamentary pass-holder from the House of Lords.

This conference considered the future for school inspections in England.

It was an opportunity for stakeholders and policymakers to examine the new Government’s policy priorities for school inspection, with DfE recently announcing that single headline grades for schools following inspection will be scrapped with immediate effect. Schools will receive four grades across existing sub-categories for the remainder of this academic year, followed by the introduction of School Report Cards from September 2025.

Delegates also looked at measures outlined in the Children’s Wellbeing Bill, including extending Ofsted’s remit to include inspections of multi-academy trusts and providing Ofsted with stronger powers to investigate the offence of operating an unregistered independent school.

Those attending considered options for how Ofsted judgements are delivered during this academic year while looking ahead to the introduction of a report card system from September 2025. They discussed how to ensure report cards provide a full and comprehensive assessment of a schools performance and are understandable for parents and guardians.

There was also a focus on issues around accountability and the future of school improvement plans, with the Government announcing the introduction of Regional Improvement Teams from early 2025 to work with struggling schools.

We expected wider discussion on the ways in which Ofsted works with education professionals, and the future development of inspection practice and organisational culture, alongside the recruitment and retention of inspectors. Strategies for improving the information provided to parents and guardians were also considered, including the potential for integrating views of stakeholders from the Ofsted Big Listen into inspection reform.

The agenda brought out latest thinking and best practice in preparing the teaching workforce for inspections, as well as the implementation and impact of Ofsted’s new complaints policies and procedures, introduced last April following consultation. Strategies to reduce the impact of inspections on staff workload and wellbeing were also discussed, as well as staff mental health.

Inspections of multi-academy trusts and how they should work were considered, including how often they should take place and how trusts should be graded. Discussion also considered the inspection process for further education colleges moving forward.

Further sessions considered the first months of HM Chief Inspector of Schools since his term of office started at the beginning of the year, including the recent announcement that subject deep dives during ungraded inspections will end from September - with inspections focusing on the impact of the school curriculum, the personal development of staff and the behaviour of pupils.

All delegates will be able to contribute to the output of the conference, which will be shared with parliamentary, ministerial, departmental and regulatory offices. This includes the full proceedings and additional articles submitted by delegates. Those that attended include officials from DfE; Ofsted; HMPPS; Home Office; Department for the Economy, NI; and the HoC Library.

This conference examined next steps for childcare and early years provision in England.

It was a timely opportunity for stakeholders and policymakers to discuss priorities for the new Government, following pledges to create 100,000 additional childcare places and more than 3,000 new nurseries, and with Labour’s Early Years Review looking at the expansion of early entitlement offers, potential reform to the early years workforce and how to address concerns surrounding the availability of childcare places.

It took place following the rollout of additional free childcare hours for working parents of two year-olds, increased government funding for local authorities and early years providers from April 2024, and DfE’s public consultation on improving childminder recruitment and retention which closed prior to the General Election.

Area for discussion included:

• assessing delivery of the extended childcare support scheme, looking at childcare providers’ capacity to meet the increase in demand, and the impact of the ratio increase in the number of children looked after by staff in early years settings
• key findings from the NAO’s report on DfE preparations to extend childcare entitlements, which found that DfE had decided to move forward without running tests on the market, and recommended that they continuously review the expansion due to concerns over place numbers and staffing
• examining the quality of childcare provision, including through wraparound childcare support, and the way forward for teaching standards and specialist training to support SEND and disadvantaged children in the early years
• priorities for meeting current and future childcare workforce demands, attracting and retaining a diverse workforce, supporting staff, and training and CPD opportunities
• ways in which business can support the sector, and recommendations from the Business Taskforce for Early Childhood launched by the Princess of Wales
• long-term sustainable funding and investment models, and how wider barriers faced by parents and carers in accessing childcare support can be tackled going forward

We are also pleased to have been able to include keynote sessions with: Emma Wilson, Director, Education Value for Money Team, National Audit Office; Stéphanie Jamet, Senior Analyst, OECD Directorate for Education and Skills; Neil Leitch, Chief Executive, Early Years Alliance; and Tony McAleavy, Education Director, Education Development Trust.

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; IfATE; Ofsted; DHSC; and the Welsh Government.

The proceedings of the conference will be circulated more widely, to Parliamentarians, ministerial offices, and government and regulatory officials with an interest in the issues being discussed. All delegates will also receive a video recording of the conference.

This conference discussed next steps for SEND provision in England..

Bringing together stakeholders and policymakers, it was an opportunity to discuss priorities and key considerations for the new Parliament in supporting those with special educational needs and disabilities.

Areas for discussion in the conference included:

• moving towards a SEND system which is easier to navigate and able to provide a positive experience for SEND students and their families
• raising national standards and professional guidelines
• approaches to improving transitions and preparations for adulthood for those with SEND, including the role of supported internships 
• the way forward for accountability measures, including implementation of Ofsted and CQC’s new inspection framework so far and priorities going forward
• the future for education, health and care (EHC) plans and local plans for inclusion, including the role of SEND and AP partnerships, alongside local authority collaboration

Delegates examined strategies for developing a more joined-up approach within the SEND system, including priorities for improving cooperation between local government, the education sector and health and social care in the provision of EHC plans. They also considered funding requirements for local authorities and service providers, as well as key issues moving forward for providing value for money.

Improving the attainment, experiences and outcomes of learners with SEND was also discussed, with attendees looking at mainstream settings and learners in alternative provision and specialist schools, as well as early years identification and interventions for children, and support priorities for parents and carers.

The agenda brought out latest thinking on priorities for the SEND workforce, looking at strategies for improving recruitment and retention, and upskilling and development options for the existing workforce. We also expected discussion to consider the new SENCo National Professional Qualifications, as well as qualification options more widely.

Looking at improving progression, delegates also assessed the impact of level 3 qualifications reform on preparing young people with SEND for further education and employment, and strategies to recruit and support learners with SEND in apprenticeship roles. Attendees looked at examples of best practice for supporting learners with SEND in their transition into adulthood, including provision of high quality careers guidance, supported internship programmes and access to qualifications.

Further sessions considered the progress of the new Ofsted and CQC Area SEND Inspection Framework and the impact of changes to SEND service inspections. There was a focus on key areas which require improvement, the experience of parents and carers under the new framework and the level of service that inspectors consider to be acceptable.

We are pleased to have been able to include keynote sessions with: Amanda Allard, Director, Council for Disabled Children; and Strategic Director, Practice and Programmes, National Children’s Bureau; Annamarie Hassall, Chief Executive, Nasen; Matthew Walker, Senior Research Manager, National Foundation for Educational Research; and Lillian Flemons, Research Manager, National Foundation for Educational Research.

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; Ofsted; DWP; GLD; HMCTS; House of Commons Library; and NAO; as well as parliamentary pass-holders from the House of Lords.

The proceedings of the conference will be circulated more widely, to Parliamentarians, ministerial offices, and government and regulatory officials with an interest in the issues being discussed. All delegates will also receive a video recording of the conference.

This conference focused on the future of the 11-16 curriculum in England’s secondary schools.

It was an opportunity to examine key issues for secondary education in England being considered in a major review, underway for the OCR by the former Labour Secretary of State for Education and Skills, Rt Hon Charles Clarke, who we are pleased was a keynote speaker.

It was a timely opportunity for delegates to discuss priorities for policy in the new parliament, with the Government having signalled the aim of developing a broader and richer curriculum and a full review.

Bringing together stakeholders and policymakers, areas for discussion at this conference included English and maths provision, GCSE assessment, and digital assessment and learning. Delegates discussed the efficacy of the KS3 curriculum in building upon KS2 and preparing students for KS4, as well as how schools can maintain a broad and balanced curriculum.

The conference also followed the House of Lords Education for 11-16 Year Olds Committee raising concerns over the effectiveness of the curriculum, recommending that it be revised with a greater emphasis on technical, digital and creative areas of study.

We are also pleased to have been able to include keynote sessions with: Simon Connell, CEO, Baker Dearing Educational Trust; and Tom Richmond, Founder and Director, EDSK.

Areas for discussion included:

• inclusion of life skills such as financial and media literacy, oracy, and digital skills within the curriculum - how to prepare learners for adulthood, as well as further study
• approaches to broadening the curriculum - allocating sufficient time and resources to technical and creative pursuits to avoid a focus on subjects which make up the English Baccalaureate (EBacc)
• alternative options for monitoring school progress and attainment - the impact that the EBacc has on the curriculum and its place in current Ofsted inspections
• the efficacy of GCSEs and the KS4 curriculum in preparing learners for further education - priorities for increasing first-time pass rates in English and maths
• strategies for identifying students at risk of falling behind - planning interventions to boost attainment - support for disadvantaged students and students with SEND
• latest thinking on the existing assessment burden for students and staff from GCSEs
• high stakes assessment within the 11-16 curriculum - alternative options, including the consultation on streamlining assessment at GCSE stage as part of the Advanced British Standard
• the way forward for on-screen and digital assessment - student access to technology, with the Government currently working with Ofsted to consider a way forward
• policy options, with the Labour Party proposing a curriculum and assessment review

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; CMA; Ofcom; DSIT; IPO; HMPPS; Defra; RAF; and Department of Education, NI.

The proceedings of the conference will be circulated more widely, to Parliamentarians, ministerial offices, and government and regulatory officials with an interest in the issues being discussed. All delegates will also receive a video recording of the conference.

This conference considered the future of reformed Level 3 qualifications and priorities for the post-16 qualification landscape in England.

It was a timely opportunity to discuss the rollout of AAQs, the new suite of reformed, Level 3, post-16, alternative academic qualifications, and how Level 3 qualifications reform now fits with long-term ambitions for the qualification landscape, and alongside the proposed Advanced British Standard (ABS) and ABS (Occupational).

Stakeholders and policymakers examined what has been learned from the approvals and regulatory process for AAQs, and best practice in current teaching across Level 3.

Attendees considered preparations for the delivery of reformed technical qualifications, looking at next steps for professional development for teachers and raising awareness of the new suite of qualifications for learners and employers. The role of employers in designing reformed technical qualifications was discussed, as well as what will be needed if the qualifications are to help achieve the aim of bridging skills gaps and meeting the needs of the labour market moving forward.

Delegates also assessed priorities for T Levels, discussing progress so far, assessing the value and availability of work placements for students and employers, and addressing concerns surrounding T Level recruitment and retention. Attendees looked at strategies for increasing the enrolment of students in the T Level Foundation Year and T Level programmes, and working with employers to improve work placements and student progression.

Further sessions considered the impact on staff workload and student satisfaction, as well as the alignment of Level 2 and below qualifications with Level 3 reform. Delegates assessed the offer for adult learners and the role of qualifications at Level 3 in improving social mobility. They assessed the destinations of Level 3 students and how well the reformed qualifications are likely to prepare students for further study and the labour market.

We are pleased to have been able to include keynote sessions with: Craig Myers, Deputy Director, T Level Policy, Department for Education; Tom Reed, Head, Cohort Impact, Department for Education; Dr Elizabeth Gregory, Lecturer in Education, University of Manchester; and John Yarham, Deputy Chief Executive, The Careers and Enterprise Company.

Overall, areas for discussion included:

• the future of Level 3 qualifications: assessing the impact of reform - priorities for the qualification landscape moving forward
• student attainment and progression: student awareness of qualification options - careers guidance - progression to higher education and employment
• delivery of reformed technical qualifications: professional development for teachers - employer and learner awareness - bridging skills gaps and anticipating the needs of the labour market
• alignment with Level 2 qualification reform: pathways for progression for Level 2 students - options for adult learners - assessing the progress of the T Level Transition Programme - alternative policy perspectives
• the future of T Levels: addressing concerns surrounding work placements - student recruitment and retention - progression to higher education and employment - impact of the Advanced British Standard

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; IfATE; CMA; DBT; Department for the Economy, NI; DoE, NI; DSIT; GLD; HMPPS; IPO; NAO; and the Welsh Government.

This conference examined the future for initial teacher training in England, following the  publication of the new Initial Teacher Training and Early Career Framework (ITTECF), combining the Core Content Framework and the Early Career Framework into a single framework from 2025.

Delegates discussed the implementation of the combined framework, looking at whether its aims of improving flexibility, reducing workload burdens for both mentors and trainee teachers, and avoiding repetition in content for early career teachers are achievable.

There was also discussion on the likely impact on recruitment and retention objectives, as well as opportunities for broadening the curriculum through introduction of topics such as oracy, SEND and mental health.

Stakeholders and policymakers assessed concerns surrounding the new framework, including calls from some for a delay to its implementation to allow for further consultation and revision, alongside concerns over its evidence base and its future use in Ofsted inspections.

It was also an opportunity for stakeholders and policymakers to discuss the outcome of the 2022 provider accreditation process, which will be implemented alongside the delivery of new quality standards for training from September 2024.

Delegates looked at its impact on access to provision, and strategies to prevent cold-spots and regional disparities in access to training and the recruitment of newly qualified teachers. Discussion will also consider the impact of the reaccreditation process on subjects that are currently suffering teacher shortages, such as science and maths.

The agenda also examined the role of Teaching School Hubs moving forward, with a focus on increasing engagement as the Government considers applications to be included in the next round of Teaching School Hubs from September 2024. Those attending considered strategies to increase engagement with Hubs, as well as the future place and role of universities in the ITT market.

Further sessions assessed the workload of newly qualified teachers and their mentors, as well as strategies to improve staff satisfaction, alongside the potential impact of proposed travel bursaries for trainee teachers in preventing cold-spots in provision and reducing dropout rates.

We are pleased to have been able to include keynote sessions with: Richard Gill, Chair, Teaching School Hubs Council; Harry Madgwick, Research and Policy Manager, Education Endowment Foundation; Karen Wespieser MBE, Chief Operating Officer, Teacher Tapp; Russell Hobby, CEO, Teach First; and Sir Andrew Carter, CEO, South Farnham Educational Trust; and Author, Carter Review of Initial Teacher Training (2015).

Overall areas for discussion included:

• standards: examining the current state of play in England - key areas for improvement - creating evidence-based approaches to reform
• future ITT delivery: outcomes of the 2022 provider accreditation process - looking ahead to implementation - policy priorities for teacher training moving forward - Teaching School Hubs participation
• access:
  
  • preventing cold-spots and disparities in access to provision following the accreditation process - the impact of provider partnerships
  • meeting teacher supply and recruitment objectives - disparities in recruitment access for shortage subjects - SEND and AP placements - financial support for trainee teachers
• Initial Teacher Training and Early Career Framework:
  
  • combining the Early Career Framework and Core Content Framework - ensuring the curriculum is fit for purpose
  • academic freedom and provider autonomy - SEND and subject-specific content - increased funding and support for mentors - priorities for inspection moving forward

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; GLD; IfATE; and Ofsted.

This conference considered next steps for alternative provision in England.

It followed the Government’s SEND and AP Improvement Plan, published last year in response to its green paper consultation. Backed by £4.8m of funding, the plan includes:

• aims to introduce new national standards, with new professional guidelines
• recommendations for an extension to AP specialist taskforces, and investment in professional training to improve early intervention
• additional specialist school places and approval for 33 new free schools
• improved access to support through the digitisation of education, health and care (EHC) plans

With the Government appointing a SEND and alternative provision improvement board to oversee implementation of the plan, it was an opportunity for stakeholders and policymakers to consider progress made on key measures, including the introduction of new national standards.

Delegates assessed priorities for further commitments in the plan, including:

• better preparing students to return to mainstream education, as well as transitioning into adulthood
• utilising AP both as an intervention tool and as high-quality standalone provision
• introducing a national combined framework for AP and SEND, and improving direct interventions for young people through specialist taskforces

Attendees discussed approaches to prevent children from needing to be excluded from school, and how to strengthen coordination across schools, local authorities and other services, as well as also looking at how to best engage with parents and guardians to identify children’s individual needs, navigate the system and improve young people’s experiences of AP.

Further sessions considered AP system capacity and sustainability, following concerns over waiting times for access, the support required to successfully reintegrate children back into mainstream education, best practice in working with employers and further education institutions to develop support plans for young people, and the impact of work experience schemes.

The conference was also an opportunity to consider the future for the AP workforce, with discussion on priorities for improving workload pressures, qualification options and upskilling for the existing workforce, the role of agency staff within the sector, and next steps for improving recruitment and retention.

We are pleased to have been able to include keynote sessions with: Elizabeth Franey, Deputy Director, DfE; Marie Gentles, Founder and Director, Gentles Guidance; Brenda McHugh, Co-Director of Service for Schools, Anna Freud Centre; and Kevin Buchanan and Dympna Woods, Executive Headteachers, EdStart Schools.

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; Ofsted; DoE, NI; CMA; DWP; GLD; NAO; and DAERA, NI;.

This conference considered the future role of artificial intelligence (AI) within the education sector.

It brought together key stakeholders and policymakers to discuss the opportunities and challenges posed by AI in the classroom, including large language models (LLMs) such as ChatGPT and Google Bard.

We expected discussion to draw on issues raised in the DfE’s Generative artificial intelligence in education policy paper published in September 2023, which suggested that the education sector should utilise opportunities that AI provides, using the technology safely to deliver excellent education that prepares pupils to contribute to society and the future workplace.

Discussion considered how AI can be utilised to improve education, including which subjects will benefit most, looking at risks and legal considerations relating to ethics, data privacy and security, as well as how students can be taught to better understand AI.

We are pleased to have been able to include keynote sessions with: Bridie Tooher, Deputy Director, Digital Strategy Division, Department for Education; Dr Steve Evans, Deputy Director of Product, OCR; and Sir Anthony Seldon, Emeritus Professor, University of Buckingham; and Author, ‘The Fourth Education Revolution: Will Artificial Intelligence liberate or infantilise humanity?’.

Delegates assessed the potential impact of AI on reducing staff workload, including the use of AI-powered assessments and lesson planning, allowing more time for lesson delivery and supporting student experiences, and the training teachers need to use AI safely and appropriately within schools.

Further sessions focused on the limitations of AI tools and the professional judgement of teachers in checking for appropriateness and accuracy of materials, alongside steps schools are taking to review homework policies and other types of unsupervised study to account for the accessibility of generative AI.

Delegates also discussed the role of AI in assessment moving forward and strategies to be implemented to prevent malpractice and protect the integrity of qualifications.

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; DoE, NI; Ofsted; CMA; DBT; Defra; Department for the Economy, NI; DFHERIS, ROI; DfT; DLUHC; DSIT; DWP; FCDO; GCHQ; GLD; HMRC; HM Treasury; HSE; ICO; IPO; NCA; The Scottish Government; and the Welsh Government.

This conference considered next steps for literacy and oracy in schools across England.

With the Government’s target of 90% of primary school children achieving expected standards in reading, writing and maths by 2030, delegates assessed what will be needed for targets to be met in reading and writing.

The conference took place following:

• DfE’s review of both the Initial Teacher Training Core Content Framework and Early Career Framework, with changes including placing the responsibility of teaching oracy with every teacher
• the recent publication of the PISA 2022 rankings, in which England ranked 13th for reading amongst 15 year-olds
• Labour’s Breaking Down the Barriers education mission statement, detailing plans to implement speaking skills into lessons throughout the curriculum
• DfE’s update to The reading framework guidance to include pupils up to year 9, as well as development of fluency and promotion of a culture of reading for pleasure in schools
• England being ranked 4th out of 43 countries in PIRLS, which measures the reading ability of 9 to 10 year-olds

It was an opportunity for stakeholders and policymakers to consider best practice in the teaching of literacy and oracy, current standards, curriculum design, and the way forward for teacher training and development from the early years through to GCSE

Following reports of record-high rates of children with speech and language challenges following the pandemic, delegates discussed strategies to aid identification of struggling children by early years practitioners and next steps for supporting children, parents and carers, including the role of Family Hubs.

We also expected discussion on how reading skills can be developed across the curriculum.

Further sessions explored opportunities to measure progress in oracy and implications for Ofsted inspections, as well as potential effects on social mobility, looking at how teaching oracy can raise student aspirations and success in life after school, including raising awareness of accent bias.

We are pleased to have been able to include keynote sessions with: Alex Quigley, Head of Content and Engagement at the Education Endowment Foundation; Lord Watson, Vice-Chair of the All-Party Parliamentary Group for Oracy; and Professor Jessie Ricketts, Senior Lecturer in Developmental Psychology, Royal Holloway, University of London.

Overall, sessions in the agenda included discussion on:

• Literacy and oracy across the curriculum:
  
  • defining what high-quality oracy lessons will look like within the curriculum - developing a cross-curriculum approach - progressing towards 2030 targets
  • priorities for enabling best practice in the teaching of literacy and raising attainment - options for teacher CPD - improving support for struggling students
• Early years provision: developing effective early intervention - support for parents and carers - the role of Family Hubs - the transition to primary school - COVID recovery
• The primary curriculum: system capacity for catch-up programmes - impact on students and teaching staff - evaluating effective teaching methods - supporting transitions to KS3
• KS3: instilling quality and standards into the curriculum, teaching and learning - implementation of extra-curricular support - best practice in preparing children for progression to GCSE English
• Student support: improving support for children who fall behind - identifying and providing effective early intervention
• Easing transitions:
  
  • examining the impact of literacy and oracy in aiding student transitions and progression post-16 - increasing social mobility
  • student progression to higher education and employment - the value of oracy in the workforce

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; DSIT; HMPPS; and the Welsh Government - as well as a parliamentary pass-holder from the House of Lords.

This conference considered the future of the post-16 qualification landscape in England and the implementation of the Government’s proposed Advanced British Standard (ABS).

It followed publication of the Government’s recent consultation on the design and shape of the proposed ABS and the new qualification framework, as well as the Prime Minister’s commitment for all young people to study maths in some form to 18.

Delegates assessed the practicalities of proposed reforms for learners and teachers, and possible qualification options for students with lower academic attainment.

Discussion also considered the future place of GCSEs at 16, potential alternative assessment models, and options to prepare students for post-16 qualifications and learning.

Looking at strategies for improving the attainment and progression of post-16 learners, the agenda brought out views of universities, employers and wider stakeholders in designing qualifications that prepare students for higher education and that meet the requirements of the labour market moving forward.

Further sessions focused on teacher recruitment and retention for post-16 education, and the impact of increased teaching hours on the workforce as part of the implementation of the proposed ABS.

We are pleased to have been able to include keynote sessions with: Stella Pearson, Deputy Director, Advanced British Standard, Department for Education; and Andrew Otty, Head of Policy and Partnerships, National Youth Agency.

Overall, areas for discussion included:

• Key policy priorities: next steps for the 16-19 qualification framework - moving towards the Advanced British Standard - the future of GCSEs - meeting future skills needs
• Design and shape of the proposed ABS:
  
  • balancing academic and technical content - practicalities of increasing teaching hours - creating greater breadth in post-16 learning
  • the potential impact of losing the A-level brand
• Disadvantaged pupils: strategies for improving outcomes for learners with different needs at 16-19 - improving accessibility of the new suite of qualifications for learners with SEND
• Post-16 maths and English: assessing the ambition of delivering maths to age 18 - qualification options - delivering choice and support - recruiting and retaining specialist teachers
• Preparing learners: assessing how well the existing system prepares learners for post-16 study and employment - implementation of reform - options for reform pre-16
• Alternatives: assessing different policy approaches to the post-16 qualification landscape - alternative assessment options

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DfE; IfATE; Cabinet Office; CMA; DBT; ETI; GLD; HM Treasury; NAO; and the Welsh Government.

This conference looked at the future of the independent schools sector in England.

It was a timely opportunity to examine quality and standards of education throughout the sector as the Independent Schools Inspectorate (ISI) rolls out its new framework, with its increased emphasis on pupil wellbeing and student voice.

With the first schools being inspected this term, delegates assessed implementation of the new framework and the experiences of schools so far.

Delegates also considered the future for education policy, and implications for the independent schools market and the sector’s financial sustainability moving forward, in the context of the Labour Party’s proposals regarding VAT and ending business rates relief.

Further sessions discussed approaches to widening the reach of the sector, with a focus on best practice for state school partnerships, the development of independent school participation in multi-academy trusts, and expanding international sister schools.

We are pleased to have been able to include keynote sessions with: Julie Robinson, Chief Executive, Independent Schools Council; Durell Barnes, Head of Governance and Compliance, RSAcademics; and former Deputy Director and Head of Communications, Independent Schools Inspectorate (2005-2016); and Andrew Lewer MP, Chair, All-Party Parliamentary Group on Independent Education.

Overall, areas for discussion included:

• the independent schools market:
  
  • sector priorities, including funding and financial stability - tackling costs for schools - potential VAT charges and the abolition of tax relief
  • maintaining the competitive positioning of the sector - mergers and acquisitions to strengthen the position of schools in certain areas
• new inspection framework:
  
  • implementation and effectiveness - moving towards a single routine inspection for schools every three years - assessing experiences so far
  • evaluating strategies to increase the impact of student voices in decision-making - maximising the role of leadership in shaping school performance and enhancing pupil wellbeing 
• school curriculum:
  
  
  
  • designing a knowledge-rich curriculum - improving student attainment and child development - use of curriculum autonomy
  • high-stakes assessment and the future of GCSEs - implementing digital assessment across the sector - supporting the workforce
• widening reach: state school partnerships - involvement with multi-academy trusts - supporting accessibility - international student recruitment and the development of sister campuses abroad

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from CMA; DBT; DE, NI; DfE; ETI; and Ofsted.

This conference assessed next steps for improving careers guidance for children and young people.

It followed the Education Committee’s Careers Education, Information, Advice and Guidance report, looking into the delivery of careers guidance within primary and secondary schools, and the Government’s response to their recommendations.

The report highlighted concerns over funding for school careers programmes and upskilling for teachers, and gaps in access to high quality work experience, as well as access to quality careers guidance for disadvantaged students.

Key stakeholders and policymakers discussed the way forward for addressing these issues, including the role of careers provision in increasing employment, generating equal access to opportunities and social mobility, and plugging regional and national skills gaps.

The conference was also timed to follow the publication of Ofsted’s thematic review of careers guidance in England, investigating how school leaders fulfil their duties to provide independent and high quality careers guidance, and looking into the creation of partnerships with employers.

Delegates examined ways in which timely and effective careers guidance can be offered to children and young people, and how the quality of careers guidance can be raised in schools, colleges and non-school youth organisations, and in community settings for young people such as Youth Hubs.

We are pleased to have been able to include keynote sessions with: Luke Bocock, Research Director, National Foundation for Educational Research; Alexander Iles, Head of Careers Strategy and Infrastructure, Department for Education; and John Yarham, Deputy Chief Executive, The Careers and Enterprise Company.

Overall, areas for discussion in the agenda included:

• careers guidance today and into the future: assessing the landscape and provision for young people in England - latest thinking on opportunities for improvement
• school priorities: quality of provision - learning from best practice - upskilling teachers - increasing access to work experience - embedding of careers guidance across the curriculum
• Ofsted’s thematic review: key findings - priorities for improving practice - the role of the regulator
• post-16: tailoring careers guidance to address national and regional skills gaps - preparing the future workforce - building partnerships between FE and employers
• policy: priorities for careers guidance in education

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the CMA; Defra; Department for the Economy; Department for the Economy, NI; DfE; DESNZ; DWP; Department of Education, NI; GLD; Home Office; IfATE; LocatED; The Scottish Government; and the Welsh Government, as well as parliamentary pass-holders from both Houses of Parliament.

This conference examined the future of school buildings in England and priorities for the education estate.

It was an opportunity to discuss the progress, implementation and rollout of the Government’s 10-year School Rebuilding Programme, looking at lessons learned, the process of prioritising schools and ways that delivery could be accelerated.

The conference took place with the publication of the Public Accounts Committee’s Condition of School Buildings report, following the National Audit Office’s publication earlier in the year. Findings include:

• 700,000 children being taught in unsafe or ageing buildings
• regional variations in how much money should be spent per pupil to put schools back into good condition
• insufficient planning by the DfE for making school buildings more environmentally friendly
• call for DfE to work up a full picture of asbestos across the school estate as the DfE is yet to establish whether asbestos is present in around 1000 schools
• DfE ‘does not have a good enough understanding’ of the risks of RAAC in schools

It also took place in the context of concerns surrounding the presence of reinforced autoclaved aerated concrete (RAAC) in some school buildings. Delegates considered how to address the issue, and priorities for assessing building safety and minimising disruption to students.

Further sessions looked at strategies for the modernisation, decarbonisation and retrofitting of existing schools, including steps to reduce energy demand, alongside the design and building of new schools which meet environmental standards.

The agenda included a focus on utilising the opportunity to create more effective spaces for learning within schools, and to ensure school buildings meet the needs of those with disabilities and other special needs.

There was also discussion on adapting school buildings to meet the needs of local communities, and how the value of the education estate can be maximised, including partnerships with local communities and increased use outside of school hours.

Areas for discussion included:

• current condition: the outlook for school buildings across England - key priorities moving forward
• building safety: addressing the impact of RAAC and concerns over building materials - allocation of funds and resources to address concerns - reducing disruption in the schools impacted
• School Rebuilding Programme:
  
  • rollout so far - priorities for schools outside the programme
  • maximising the value of the education estate - ensuring sustainability and longevity of refurbished schools
• refurbishing schools outside the programme: targeting funding and policy to meet the needs of different regions in spending per pupil - prioritising underfunded schools
• local needs: improving building facilities for use by the wider community - creating partnerships and improving relationships between schools and people in the surrounding area
• decarbonisation: modernising existing schools - implementation of retrofit programmes - reducing energy use - planning for future climate challenges moving forward - utilising green spaces
• policy:
  
  • implementing measures in the Sustainability and Climate Change Strategy
  • the way forward for government strategy - assessing the impact of proposals to change the approach to meeting net zero objectives in schools

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the CMA; DfE; DLUHC; and HSE, as well as with parliamentary pass-holders from the House of Commons.

This conference focused on next steps for the early years and childcare sector in England.

Delegates discussed key issues for early years providers and parents, and how they can be addressed in light of developments, including:

• the Government’s new childcare offer, which extends free childcare to cover younger children, announced in the Spring Budget
• recommendations to exempt nurseries from business rates, and other outcomes from the Education Select Committee’s recent inquiry into support for childcare and the early years

With concerns from the Education Select Committee over the extension’s effectiveness, and how accurately funding reflects the costs and complexity of the system, delegates assessed how parents and guardians can be supported through challenges surrounding the choice, affordability and availability of childcare.

Policymakers and delegates looked at the future for the childcare market, including how burdens on providers and the numbers facing closure can be reduced, as well as assessing next steps for improving the availability of childminders across England, with calls from the Select Committee for radical financial and regulatory reform.

Further sessions considered priorities for the early years workforce, including implications of the changing qualification landscape.

Delegates also discussed the impact that formal childcare has on children aged under two, and how best to support parents and guardians who need to stay at home to look after their children.

We are pleased to have been able to include keynote sessions with: Neil Leitch, Chief Executive, Early Years Alliance; Rob Wilson, Commissioner, Social Mobility Commission; Professor Christine Pascal, Director, Centre for Research in Early Childhood; and Dr Kitty Stewart, Associate Professor of Social Policy and Associate Director, Centre for Analysis of Social Exclusion, London School of Economics and Political Science.

Overall, areas for discussion included:

• funding and costs: help for parents with the costs of childcare - options for reducing financial burden on providers, including business rates - the future of the early years and childcare market
• quality: maintaining and growing standards of provision with the rising child-to-staff ratio - best practice in engagement with parents and carers
• early years workforce: priorities for training and professional development - improving recruitment and addressing high staff turnover - measures to ease workload and diversify the workforce
• SEND: ensuring adequate training for early years providers - raising awareness - supporting children and parents

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the Cabinet Office; CMA; DBT; DfE; DHSC; GLD; NAO; and Ofsted.

This conference focused on the future of the school system in England, with Government setting out plans in 2022 for all schools to either be part of or have plans to join a multi-academy trust (MAT) by 2030.

It took place following the Department for Education’s published guidance on Commissioning High-Quality Trusts, detailing how decisions will be made regarding the creation, consolidation, and growth of academy trusts.

It was an opportunity to bring stakeholders together with policymakers to explore the shape and design of the school system in England, looking at meeting local needs and whether the focus should be on growing trusts, the ways in which school and trust leaders can work collaboratively with Government and local authorities, and how the quality of trusts can be measured through the new framework.

The conference also took place following:

• the DfE’s Academies Regulatory and Commissioning Review, which focused on regulatory reform, as well as the commitment to create new regional ‘development networks’ to support growing trusts
• the opening of applications for the Trust Capacity Fund to encourage academy trusts to take on schools from underperforming areas
• the creation of 15 new free schools by the DfE in areas of the country where education outcomes are considered to be the weakest

Delegates also had the opportunity to consider the role of MATs in curriculum design and raising attainment, as well as the regulation and governance of trusts moving forward amid rising concerns surrounding accountability.

Further sessions discussed the DfE’s decision not to introduce Ofsted inspections for MATs, following Ofsted’s review which found that the current inspection model does not hold MATs ‘sufficiently accountable’.

Overall, the agenda included discussion on:

• quality and growth: exploring best practice for the growth, consolidation and creation of trusts - assessing the growing role of MATs and the power held by their leaders
• regulation of trusts: the impact of Ofsted’s limited power to inspect beyond school-level - opportunities and challenges of a suggested single independent regulator to investigate the quality of trusts 
• accountability: the role of Ofsted moving forward - creating strong trust governance - examining the use of feedback from parents and local authorities within trust decision-making
• the conversion process: opportunities and challenges with conversion - supporting the incorporation of struggling schools - examining the process of matching schools
• attainment: the role trusts can play in raising attainment and engagement of pupils - supporting and improving struggling schools - aligning school and trust provision with the needs of local communities 
• the wider school system: individual school identity within trusts - the future place and role of single-academy and smaller trusts, individual schools, faith and selective schools
• the future of England’s school system: key policy priorities moving forward - implementing best practice approaches in the continued growth of trusts

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the CMA; DfE; HMRC; Home Office; NAO; and Ofsted.

This conference looked at the future of assessment in England’s schools. It followed the return to pre-pandemic assessment arrangements earlier this year.

Key stakeholders and policymakers considered what has been learned from the 2023 exam season, exploring pandemic recovery strategies and the impact on student outcomes of grade protection removal.

Further sessions looked at the role of digital assessment moving forward, with the rising prominence of AI and increased interest in onscreen assessment options.

The conference was also an opportunity to discuss key issues raised in the House of Lords Education for 11-16 Year Olds Committee call for evidence, assessing how well the secondary education system in England is equipping young people with the skills needed for the job opportunities available in a digital and green economy.

We are pleased to have been able to include keynote sessions with: Lord Knight of Weymouth, Member, Education for 11-16 Year Olds Committee, House of Lords; Mary Curnock Cook, Chair, Dyson Institute and Pearson Education; Jill Duffy, Chief Executive, OCR; and Alec Titterton, Content Director, ComputerBasedMath.org; and Member, Wolfram Community.

Further sessions assessed the efficacy of GCSEs and the future of high-stakes, formative and summative assessment across the education sector.

Delegates also examined the future role of AI and digital assessment in England’s assessment system, alongside its use and misuse by students, evaluating the risks and benefits of remote invigilation, the use of adaptive testing, and identifying potential bias in written tests, as well as latest thinking on opportunities for easing teacher workload.

The agenda also looked at latest developments in assistive technology and the potential of artificial intelligence in improving student outcomes, including support for vulnerable and disadvantaged students.

Overall, areas for discussion included:

• return to pre-pandemic arrangements: taking forward what has been learned so far for exams and assessment - identifying weak spots and improving system agility - grade protection
• the future of assessment: formative and summative approaches - teacher autonomy and responsibility in high-stake assessments - supporting student progression and development
• accessibility: improving inclusivity in existing assessment forms - strategies for future reform to promote equitable approaches within the assessment system
• GCSEs: exploring their effectiveness in assessing student achievement - alternative assessment options at 16, either alongside or in place of GCSEs
• use of technology in assessment: assistive technologies and improving inclusivity - issues and opportunities for remote and digital assessment and invigilation
• the role of AI: implications of developments and use of artificial intelligence - opportunities for adaptive assessment - protecting the integrity of exams and preventing malpractice
• policy: the future for long-term qualifications policy, regulation and strategy

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the CMA; DBT; DESNZ; DfE; GLD; Ofqual; and the UKSA - as well as with parliamentary pass-holders from the House of Lords.

This conference examined next steps for modern foreign language (MFL) provision in England’s schools.

It was an opportunity to discuss the introduction of new measures by government, which aim to increase the number of students studying a MFL at GCSE while boosting the quality of MFL lessons in secondary and primary schools, including the establishment of a Language Hub programme over the next three years, with the selection of the first 19 schools to run the new network of Hubs.

Delegates looked ahead to the implementation of new GCSEs in secondary schools with first teaching in 2024, including the ways in which changes to the current offer and content of the new GCSEs will affect both how and what pupils will learn, as well as the impact of reform and curriculum design, and how best to prepare schools and staff.

We are pleased to have been able to include keynote sessions with: Leilah Tott, Assistant Director, Department for Education; Sir Ian Bauckham, Chief Executive Officer and Director, Tenax Schools Trust; and Chair, Modern Foreign Languages Pedagogy Review (2016), Teaching Schools Council; and Bernadette Holmes, Director, National Consortium for Languages Education.

Sessions in the agenda included:

• policy: key priorities for modern foreign language provision in England
• Language Hubs: implementation in England - their future role in improving learning opportunities and student outcomes
• primary and secondary: teaching and the MFL offer - curriculum design - quality and standards of language lessons - raising attainment for disadvantaged groups - transition between key stages
• new GCSEs: priorities for implementation from 2024 - preparation and delivery - adjusting to the new assessment criteria - raising uptake - progression to further study and employment
• the future: key considerations moving forward for modern foreign languages - best practice - international exchange

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the CMA; DfE; and Ofqual.

This conference focused on the future for music education in England.

Stakeholders and policymakers assessed priorities and next steps following:

• the Government’s strategy outlined in The power of music to change lives: a national plan for music education
• the DfE’s implementation guidance for this year and announcement of support in What the national plan for music education means for children and young people

It was an opportunity to examine the key ambitions for all schools to provide a broad musical education, as well as the resources, frameworks and organisational changes that will be needed.

We are pleased to have been able to include keynote sessions with: James Dickinson, Chair, Music Mark; and Head, Hull Music Service; Dr Ally Daubney, Honorary Senior Lecturer in Education, University of Sussex; and Dr Robert Gardiner, Programme Lead, Music Education, Royal Northern College of Music.

Stakeholders discussed the recommendations for agencies and schools to work together to improve access to music, and how this objective can be met, for example, by providing instruments for children to play and supporting teachers in running activities outside of school hours.

They also assessed post-16 routes, including progression into higher education, employment, and apprenticeships, looking at the role of universities, qualification providers, and employers in these pathways.

Further sessions looked at:

• quality: improving standards across the music curriculum, including the role of regulation
• cooperation and coordination: developing a joined-up approach - exploring the role of Music Education Hubs so far - expanding partnerships with cultural institutions
• the workforce: music teacher training, recruitment and retention
• increasing participation: vocational music education study options - accessibility, including provisions for disadvantaged groups such as pupils from deprived backgrounds or with learning difficulties
• progression: pathways for music students beyond secondary school into higher education and creative industries
• wider impact: growing the role of music in social mobility for young people

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the Cabinet Office; DfE; IPO; and the Welsh Government - as well as parliamentary pass-holders from the House of Commons.

This conference was an opportunity to consider the continued rollout of T Levels in England.

It took place following:

• the latest set of T Level results, which revealed that a third of wave two students did not complete their course
• Ofsted’s thematic review of T Levels, which suggested that work is still needed to improve the quality and effectiveness of the qualifications
• the Education Committee’s the future of post-16 qualifications report
• the delays in delivery of wave four T Levels until 2024

The conference was an opportunity to discuss:

• T Level delivery: assessing progress and the current state position
• building on best practice: lessons learnt so far and next steps for continued rollout
• T Level students: recruitment and support
• post-T Level: progression routes
• the next wave: priorities for T Levels moving forward and implications of the announced delays to rollout
• addressing issues: assessing concerns raised in Ofsted’s thematic review and the Education Committee’s report

As it took place in light of concern surrounding course quality, the scope of opportunities for industry placements, and collaboration in curriculum design, delegates discussed next steps for engagement with employers and educators to support industry placements and raise awareness of the changing qualification landscape.

Stakeholders and policymakers considered priorities for improving accessibility and inclusivity with the implementation of adult pilot programmes and the T Level Transition Programme, and examined the progress of students taking part in the transition year, with discussion on improving success rates and progression to level 3 qualifications.

Delegates also assessed post-T Level routes, including progression to higher education, employment and apprenticeships, looking at the role of universities, qualification providers, and employers in these pathways.

We are pleased to have been able to include keynote sessions with Craig Myers, Deputy Director for T Level Policy, Department for Education; Carmel Grant, Deputy Director, Commissioning and Development, Institute for Apprenticeships & Technical Education; and John Yarham, Deputy Chief Executive Officer, The Careers and Enterprise Company.

Further sessions looked at:

• improving access to T Levels, including for students with lower academic attainment and SEND - improving engagement with SMEs to aid accessibility in rural areas
• the expansion of qualifications to include adult learners - rectifying regional disparities in access to quality provision
• aligning provision with the needs of the labour market - helping address both local and national skills shortages
• evaluating student satisfaction and experience in the study of T Levels
• improving information, advice and guidance to provide clarity for students and educators

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from DBT; Defra; DfE; DHSC; DLUHC; DWP; GLD; HMPPS; IfATE; MOJ; Ofsted; and VOA.

This conference focused on changes to apprenticeship funding in England.

It was an opportunity to examine key issues following:

• the Department for Education’s Apprenticeship Funding Rules 2023–24, which includes measures on active learning and breaks in learning, the aim of four progress reviews per year, agreement on a training plan, and an increase in the apprenticeships care leavers’ bursary
• the Education and Skills Funding Agency’s latest policy paper on funding, the apprenticeship levy, and quality and standards

Key stakeholders and policymakers discussed priorities for apprenticeship funding, the future of the apprenticeship levy, and reforms to apprenticeship funding bands.

Sessions explored the securing of funding for key sectors and industries to address skills shortages as part of the drive to increase employment in green jobs, including in the context of latest thinking on wider labour market trends.

Delegates also considered strategies for improving recruitment of apprentices and supporting delivery within SMEs, as well as increasing participation by businesses of all scales, and simplifying the system.

We are pleased to have been able to include keynote sessions with Martin Keeves, Head of Funding Community of Practice, Institute for Apprenticeships and Technical Education; Anna Morrison, Director, Amazing Apprenticeships; and Ben Jordan, Head of Policy, UCAS.

Sessions in the agenda included:

• policy: priorities and next steps for apprenticeship funding
• funding: catering to the needs of key sectors and industries - addressing regional needs and skills shortages - mitigating cost of living concerns - improving uptake among SMEs
• the apprenticeship levy: key priorities for moving forward
• engaging businesses: latest thinking on strategies for increasing participation in apprenticeships and skills development - priorities for reducing bureaucracy and simplifying the system
• apprenticeship funding bands: priorities for the future - implementing the exceptional funding band reviews

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the Cabinet Office; DBT; Defra; DESNZ; DfE; DHSC; DLUHC; DSIT; DWP; GLD; IfATE; MOJ; NAO; OLS; and VOA.

This conference examined next steps for delivery of quality post-16 maths education in England.

It was an opportunity for stakeholders and policymakers to discuss implications of the Prime Minister’s ambition for all students to study maths until the age of 18.

The conference took place as the expert advisory group, created in April, continues to advise on how to implement the ‘Maths to 18’ Plan. With the group expected to provide its final advice to the Prime Minister and Secretary of State at the end of July, the conference will be an opportunity to feed into the expert group’s work.

We are pleased to have been able to include keynote sessions with Tim Oates, Member, Maths to 18 Expert Advisory Group; and Group Director of Assessment Research and Development, Cambridge University Press and Assessment; Professor Paul Glaister CBE, Professor of Mathematics and Mathematics Education, University of Reading; and Conrad Wolfram, Strategic Director, European Chief Executive Officer and Co-Founder, Wolfram Research.

Speakers addressed concerns surrounding delivery of the ambition, including the recruitment and retention of maths teachers, and how to tackle staff shortages. It also came alongside calls for the Government to focus their efforts to improve numeracy across a wider age range, from early years to adult education.

Delegates considered the necessary maths knowledge and skills that students should possess for future employment, exploring the ideal form of maths content that might facilitate study until the age of 18 for all young individuals, and beyond.

Further sessions looked at the overall objectives of the Government’s plans against the backdrop of the current popularity of A-level maths, as well as the requirement for students who do not pass GCSE maths to resit until they do.

Sessions in the agenda included:

• assessing government’s ambitions: maths to age 18 - key priorities for post-16 maths
• improving the offer: course content - building on pre-16 student knowledge - best practice - engaging employers and HEIs to improve the relevance of maths - use of computer-based maths
• quality of maths teaching: post-16 teaching styles - the impact of maths hubs - teacher recruitment and retention
• qualification options: choice and variety for post-16 learners with different needs - progression to further study and employment - use of mathematical skills in the labour force
• implementation: key considerations for maths to 18

This conference looked at the future of green and climate change education, and embedding a focus on sustainability into education in England.

It was an opportunity to consider progress on the DfE’s Sustainability and Climate Change Strategy published last year.

Delegates looked at the implementation of the Strategy so far, including the provision of teacher training and CPD, the new Natural History GCSE with first teaching expected in 2025, and the creation and utilisation of the National Education Nature Park which is expected to go live later this year.

We are pleased to have been able to include a keynote session with Jonathan Dewsbury, Chief Sustainability Officer, Department for Education.

Overall, discussion looked at:

• DfE’s Sustainability and Climate Change Strategy:
  
  • implementation so far - practicalities of integrating climate education and sustainability teaching into the curriculum
  • teacher training and support - providing new and established staff with skills and confidence to deliver green and climate change education
  • introduction of regional sustainability hubs to encourage peer-to-peer learning 
• outdoor learning provision:
  
  • accessibility and inclusion - the establishment and role of the National Education Nature Park - impact of the project on the wider schools estate
  • ways to link universities, schools, local authorities, charities and other stakeholders to improve access to green spaces and enhance opportunities
• new qualifications: implementation of the new Natural History GCSE, expected to be available from September 2025 with a consultation on subject content expected in due course 
• further study: prospects and options for green curricula in higher and further education
• employment: identifying and providing skills needed for students in the green jobs market, and in other sectors where sustainability and climate change will have increasing importance
• collaboration: establishing links between educational institutions, businesses and other stakeholders - impact on student progression, access and enhanced experience of outdoor study

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the CCC; Defra; DESNZ; DfE; DfT; Forestry Commission; Homes England; LocatED; and the Government of Jersey.

This conference brought stakeholders and policymakers together to discuss the next steps for cultural education in England.

It came as the Department for Education develops a new National Plan for Cultural Education, and with the appointment of the chair for its Expert Advisory Panel.

The conference was an opportunity to consider the scope of the new National Plan, exploring how the sector and government might learn and incorporate the lessons from the Cultural Education Plan of 2013, and how to coordinate the new strategy with existing subject National Plans, such as that for Music Education, published in 2022. 

Sessions in the agenda examined:

• implementation:
  
  • the place of cultural education in the wider curriculum and the objectives for it as a whole
  • the forms of culture to be included in the National Plan
• cultural education partnerships:
  
  • strategies for cultural centres and institutions to collaborate with schools to support in-classroom delivery and provide opportunities for extra-curricular education and experiences
  • collaborative structures for providing opportunities for children in disadvantaged groups and areas - supporting under-represented groups to fulfil their potential
• progression:
  
  • developing the cultural education journey from primary education to employment
  • what might be needed from government and the sector to develop effective post-16 cultural education pathways through to employment opportunities and careers in the cultural sector

The conference was an opportunity for stakeholders to consider the issues alongside key policy officials who attended from the DCMS; Department for Communities, NI; DfE; HMPPS; and the Welsh Government.