Education policy changes: accountability reform
The Labour government has introduced several significant policy changes with the aim of improving educational outcomes, particularly for disadvantaged and vulnerable children.
These early initiatives signal a shift in the landscape of school governance and accountability, with implications for both maintained schools and academies.
Key policy changes in education
We saw several early actions from the new government including:
- VAT on Independent School Fees: The introduction of VAT on independent school fees intended to raise additional funds for the state sector
- Abolition of Single-Word Ofsted Ratings: The government scrapped the single-word Ofsted judgments, aiming for a more detailed and comprehensive assessment of school performance
- Cuts to Specific Grant Funding: The Trust Capacity Fund (TCaF) and Trust Establishment and Growth (TEG) grants have been abolished, as well as the £25,000 conversion grants, reducing financial support for the expansion of multi-academy trusts (MATs)
- The establishment of Regional Improvement for Standards and Excellence (RISE) teams: These new teams are tasked with supporting schools to drive up educational standards.
Shifting stance on academisation
The Labour government has opted for a more measured approach to academisation compared to the Conservative's previous agenda of full academisation by 2030. While not completely dismissing the benefits of academies, the government is clear that academisation is not a universal solution to underperforming schools. High-performing MATs will remain central to improving education, but their role will be more collaborative than compulsory.
Recent updates to the Support and Intervention in Schools guidance confirmed that schools with a "double RI" (Requires Improvement) status will no longer automatically face academy orders or termination warning notices.
If the draft Children and Wellbeing Bill is passed, the existing legal obligation to issue academy orders to those schools which are judged to require special measures or requiring significant improvement will be replaced with a discretionary power.
In addition, high-performing schools will not feel a pressure to convert unless there are other compelling reasons, (typically the benefits of collaboration within a MAT).
The Children and Wellbeing Bill
The forthcoming Children and Wellbeing Bill proposes several significant changes, some of which directly affect academies and maintained schools. These include:
- Teacher Qualifications and Induction: From September 2026, all new teachers must have qualified teacher status (QTS) and undergo a statutory induction period. Many academies already follow similar practices voluntarily.
- National Curriculum: Academies will in due course, be required to adhere to a revised national curriculum, intended to ensure a consistent and transparent education experience across schools.
- Teacher Pay and Conditions: The statutory framework for pay and conditions will now apply to academies, requiring them to adhere to the minimum pay rates outlined in the School Teachers' Pay and Conditions Document (STPCD). However, the Government has clarified that academies will not be restricted by maximum pay rates, and the STPCD will be revised to provide greater flexibility for all schools.
- Behavioural Support: Academies will have new powers to send students temporarily to alternative settings for behavioural support (whilst retaining safeguarding and monitoring obligations), aligning them with maintained schools in this regard.
- School Admissions and Local Authority Roles: New duties will require state schools and local authorities to work together on admissions and place planning.
- Admission Powers for Local Authorities: Local authorities will gain the power to direct both maintained schools and academies to admit specific children, ensuring timely placements for vulnerable children.
- Academy Compliance: The SoS will also gain the ability to issue compliance directions to academy trusts to do (or not do) something if it isn’t complying with its obligations. (More guidance on this to follow).
Updates on accountability and inspection
In February 2025, Ofsted and the Department for Education (DfE) launched consultations regarding proposed changes to the school accountability framework. Key proposals include the introduction of report cards and inspection toolkits, the end of ungraded inspections, changes to monitoring, and a more nuanced approach to identifying schools requiring support.
The DfE’s consultation outlines continued intervention for schools requiring special measures or those in the Requires Significant Improvement (RSI) category. These schools will be subject to either academy orders or re-brokerage to new MATs.
By 2026, schools in the RSI category and those deemed "stuck" will be supported by RISE teams and undergo additional inspections if necessary. Schools that fail to show progress could face structural interventions.
These consultations end on 28th April 2025.
Looking ahead
The Government's evolving policies point towards a landscape where there is more parity between academies and maintained schools. School leaders will need stay ahead of these changes and we will continue to provide support and training to support you in these areas.