Education Secretary outlines ambitious reforms for school improvement

The government has announced a bold new initiative to enhance school accountability, intensify interventions in underperforming schools, and accelerate improvements, aiming to provide every child with the best possible start in life.

Speaking at the Centre for Social Justice on February 3, 2025, Education Secretary Bridget Phillipson detailed a comprehensive strategy to raise school standards. The plan builds on previous reforms and supports the Prime Minister’s Plan for Change, which aims to eliminate barriers between socio-economic background and academic success.

Key elements of this initiative include ensuring an excellent teacher in every classroom, delivering a high-quality curriculum in all schools, and guaranteeing a core standard of excellence for every parent and child.

Targeting underperforming schools

As part of this strategy, the government has introduced a robust plan to address ‘stuck’ schools—institutions that have consistently received poor Ofsted ratings. Currently, over 600 such schools in England serve more than 300,000 students, resulting in lower educational outcomes. Students in these schools typically achieve 14 percentage points lower than their peers at the primary level and an average of one grade lower per subject in secondary school.

To combat this issue, the government is launching a strengthened accountability framework supported by an initial £20 million investment. This funding will establish regional improvement teams, known as RISE teams, that will focus on developing tailored improvement plans for these schools. Each ‘stuck’ school will receive up to £100,000 for specialist support—an increase from the previous £6,000 grant.

A renewed commitment to educational excellence

In her speech, Education Secretary Bridget Phillipson emphasized the government’s commitment to breaking the cycle of low expectations:

“Stuck schools are the new front in the fight against low expectations. I will not accept a system that allows some schools to struggle while others excel. Every child deserves the opportunity to succeed, and we cannot let these schools fade into obscurity.”

The government’s reforms build upon the strong accountability measures implemented since the expansion of school inspections in the 1990s. Moving forward, structural interventions—such as converting schools to academies or integrating them into stronger multi-academy trusts—will be deployed when Ofsted identifies significant concerns or a lack of rapid improvement. Schools with the most critical challenges will also undergo closer monitoring to track progress.

Expanding support and oversight

The government anticipates that the number of schools undergoing mandatory interventions—including support from RISE teams—will double compared to previous levels. This expansion aims to secure swift improvements for students and drive consistently high standards across all regions.

While the immediate focus of RISE teams will be on ‘stuck’ schools, they will also engage with institutions experiencing concerning declines in student achievement. Additionally, the teams will provide a universal service across all schools, promoting best practices and fostering collaboration among educators.

Enhanced school evaluations

Coinciding with these reforms, Ofsted has introduced a new evaluation framework that assesses schools across nine key areas. The updated system will classify performance levels from ‘exemplary’ to ‘causing concern,’ setting higher standards and offering parents more comprehensive insights into school quality.

With these measures, the government reaffirms its commitment to elevating educational standards and ensuring that every child, regardless of background, has access to a high-quality education that sets them up for success.

Leora Cruddas, Chief Executive of the Confederation of School Trust, said:

“There is a lot to be proud of about our school system in England. We are a good school system on a journey to great.

This is because we have built on the evidence of what works – thirty years of curriculum development, teacher development, accountability, structural reform, and innovation. But the school system does not work for all children: the gap between economically disadvantaged pupils and their peers has widened; the system does not serve children with SEND well; and not enough of our children feel like they belong in our schools. Some of our schools are not on a secure improvement trajectory.

If we are to build a great school system, then we must design it so that all our children achieve and thrive. We are committed to working with government to design a system that is built on excellence, equity, and inclusion”.

Sir Hamid Patel, Chief Executive of Star Academies, said:

“The government is right to focus on strong and supportive accountability to deliver high standards and expectations. While we take pride in the significant strengths, achievements, and international reputation of our school system, the entrenched disadvantage gap is a national crisis that requires urgent and persistent action from us all.

The introduction of RISE teams to support the work of our outstanding school trusts, along with additional funding for tailored school improvement and enhanced monitoring of schools facing serious performance challenges, will contribute to an aspirational system that benefits all children and families”.

Jon Coles, Chief Executive of United Learning, said:

“Turning around schools which are not doing a good enough job for children is a critical priority for our school system. It is therefore good to see the government’s determination to ensure rapid improvement in a larger number of struggling schools while continuing with structural intervention in the weakest schools by using all the resources and capacity available”.

Jason Elsom, Chief Executive of Parentkind said:

“Parents will welcome efforts to make sure that there are high standards in every classroom.

Schools will be at the centre of significant social change during the decade ahead and we will need a robust, responsive system that not only recognises when schools are excelling but steps in with meaningful support when they struggle.

When we engage with parents about school inspections, their message is clear: they want a framework that is firm yet fair, one that places the success and well-being of every child at its core and acknowledges the essential role of parents in making this vision a reality”.

Dr Vanessa Ogden, Chief Executive Mulberry Schools, said:

“We see an ambitious plan announced today that invests in the quality assurance, leadership and resources to build on existing success and improve standards for all. Those schools that need it will get the expert challenge and support required to achieve turnaround. Those that already hold this knowledge can help. Working together in this way, we can ensure that every child gets the great school they deserve – and we can reach higher and further than ever in education, for a thriving economy, regional prosperity and fulfilled secure lives”.

Tom Campbell, Chief Executive Office, E-Act, said:

“I welcome the government investment in support for schools who have been left to struggle in recent years.  The RISE teams and their focus on support rather than intervention makes high quality school improvement available to all schools, irrespective of which trust or LA they are in or which geographical region they are based”. Photo by Lauren Hurley / No 10 Downing Street, Wikimedia commons.