Towards a curriculum where every child can thrive

The government has published the findings of Professor Becky Francis’ independent review of England’s curriculum and assessment system - the most significant reform proposal in over a decade. The review recognises that the current system has become overloaded and overly exam-focused, and sets out a vision for a broader, more balanced curriculum that supports every aspect of children’s development.

We welcome the review’s focus on creating learning environments where children can thrive academically, socially and emotionally. In particular, we are encouraged by proposals to:

• Strengthen oracy, digital and media literacy, financial education and life skills, ensuring all children are prepared for the world around them.

• Guarantee an entitlement to arts, sport and enrichment, nurturing creativity, belonging and wellbeing.

• Embed diversity, representation and SEND adaptation across the curriculum.

• Reduce the exam burden, making space for more engaging and meaningful learning.

These themes align closely with our vision for a whole-child, inclusive education system. While the direction is promising, we will continue to monitor how funding, workforce capacity and equity are prioritised as reforms are developed ahead of the final revised curriculum in spring 2027.

Jaime Smith MBE, Director of Schools at Anna Freud, said in response:

“Many of the changes proposed in today’s review have the potential to ensure more students thrive academically and emotionally. For example, broadening the curriculum to include more life skills, greater emphasis on social diversity, improving transitions between primary and secondary school and reducing some pressures around exams will help to create a richer, more nurturing learning environment.

“However, young people will only benefit through consistent implementation and meaningful, equitable support for school staff. Real change means giving staff the time, training and confidence to recognise and respond to children’s emotional needs and embed a whole-school approach to wellbeing and inclusion.

“We look forward to working with schools, policymakers and sector partners to help translate this vision into practice. Every child, including those with additional needs or from underserved communities, deserves to learn in settings that are safe, with an emphasis on relationships, belonging and inclusion."

Find information and support on how to build mentally healthy schools with Anna Freud.