Curriculum and Assessment Review

A Response to the Interim Report of the Curriculum and Assessment Review: Implications for Learners with SEND

The publication of the interim report for the Curriculum and Assessment Review presents a significant opportunity to shape a more inclusive and effective education system. While the ambition of the review is welcomed, there are areas of concern regarding how it addresses the needs of learners with special educational needs and disabilities (SEND). This response outlines key issues and recommendations to ensure that curriculum and assessment reforms are genuinely inclusive and equitable for all learners.

Defining Inclusivity

The school improvement support offered to schools through the new RISE teams identifies ‘inclusive mainstream’ as one of its national priorities. Without an inclusive assessment system, it is recognised that mainstream settings will struggle to provide an education that welcomes and supports ALL pupils to learn and achieve.

The RISE universal service will deliver 4 national priorities focused on driving higher standards. The national priorities are:

  • attainment, with a focus on English and maths
  • inclusive mainstream
  • reception-year quality
  • attendance

Regional improvement for standards and excellence (RISE) - GOV.UK

We were therefore surprised to find that some of the language used in the report raises concerns about inclusivity, particularly the reference to improving assessment for students with “higher levels of SEND”. Inclusion does not apply only to learners with SEND, and it is our concern that this phrasing perpetuates the sense of ‘otherness’ and risks creating additional barriers rather than removing them. A genuinely inclusive assessment system must be designed for all learners, rather than distinguishing only those with the most significant needs. If inclusivity is only applied to a subset of students, it fails to meet its core purpose. Instead, the system should focus on measuring progress and success from individual starting points, rather than ranking needs in terms of severity.

 

Qualification Pathways and Transitions

The report acknowledges that the GCSE route “broadly works”, but this is not the case for all students. A more ambitious approach is needed to develop flexible pathways that cater to diverse learning needs. The move away from the EBacc is a positive step, as it allows for broader subject choices, including creative arts and technical subjects. However, the review should go further by integrating blended learning models, such as those seen in Studio Schools, which combine academic, vocational, and technical education. Planning for flexible pathways from KS3 onwards will help ensure learning is recognised for all learners, including those with SEND, and that everyone has access to meaningful qualifications and future opportunities.

Assessment Reform: Addressing Mode and Timing

Assessment methods must be modernised to reflect those used in inclusive practice. They should be wholly representative of usual classroom practice that accommodates different learning styles, rather than classroom practice being reflective of the assessment arrangements. The current model of written exams disadvantages many learners, particularly those with SEND.

  • Digital assessments should be embedded as standard practice to support students who routinely use assistive technology.
  • Oracy-based assessments must be included as an alternative to written formats, recognising that written responses are not always the most effective way to demonstrate knowledge.
  • The number of assessments at KS4 is unsustainable. Evidence from OCR suggests that the first exam in a series predicts overall results. This insight could be used to reduce the number of GCSE exams while still maintaining rigour.
  • Maintaining exam league tables perpetuates the high stakes nature of the current assessment system.

Strengthening Early Identification and Teacher Capacity

Key transition points, particularly in Year 1, Year 5, and Year 7, require highly skilled teachers who can observe, assess, and support learner needs effectively. Year 5 is especially critical, as the adjustments prescribed at this stage often set the benchmark for subsequent years. Additionally, the significant culture shift between primary and secondary phases can exacerbate issues that have not been cause for concern in earlier years. Ensuring good universally inclusive practice at these key stages could reduce the reliance on formal diagnosis and excessive paperwork, while also enhancing support for learners.

Addressing Systemic Barriers and Unintended Consequences

Several systemic barriers within the current framework must be addressed. For too long, cracks in the system have been papered over without any meaningful change that fixes the underlying issues:

  • The narrowing of the curriculum under the EBacc has led to reduced access to creative and physical education subjects. Future curriculum planning must safeguard these essential areas.
  • The rise in elective home education is linked to a lack of suitable provision within mainstream settings. Many home-educated students with SEND struggle to access appropriate assessment opportunities due to the lack of dedicated funding for reasonable adjustments.

A Vision for Meaningful Change

To achieve a truly inclusive curriculum and assessment system, the review must commit to:

  • Clear and actionable steps to implement inclusive practice in every classroom.
  • Flexible pathways that recognise diverse learner needs from KS3 onwards.
  • Assessment methods that value different ways of learning and demonstrating knowledge.
  • Ensuring wellbeing is central to the reform process, acknowledging that failure to support all learners leads to negative social, emotional, and mental health outcomes.

Conclusion

The interim report provides a strong starting point, but further refinement is needed to ensure that curriculum and assessment reforms do not simply adjust learners to fit the system but instead adapt the system to meet the needs of all learners. We strongly advocate for a system that is:

  • Inclusive by design, offering flexibility in the choice of engagement, action and expression, as well as the careful deployment of assistive technology and artificial intelligence to bring learning in line with modern life.
  • Delivers stage-not-age approaches, such as vertical grouping (by ability rather than year group) in subjects like Maths, learning from schools such as Hartsdown Academy who have demonstrated the benefits of moving away from conventional structures - read more about this on page 26 of nasen Connect - Summer '24.

Ultimately, the final report must provide detailed strategies and clear implementation plans that support the aspirations outlined. The review board has an opportunity to lead meaningful change—ensuring that curriculum and assessment work for every learner, not just for some.