Following on from out ‘start of term’ newsletter in early September – and so that we could bring you all the latest news – we have waited until after the Labour Party conference to publish this edition.
In the Latest News section of our newsletter you’ll find reports on:
- the Fair Education Alliance latest Report Card, addressing inequity against its five impact goals for children and young people
- recent ministerial changes and what some of the new portfolio changes might mean for our sector
- news gathered through CLA attendance at the Labour Party conference
- reference to the arts and creativity in the new Ofsted Framework
- recommendations from the British Academy to improve access to Arts and humanities courses in Higher Education – together with news of the UK’s first ‘super university‘
- a new Theatre Trip Toolkit to help to connect theatres to schools
- a report from Access Art on the spend per pupil on art materials
- recent think pieces in the national media on the value of Arts education
And finally some really great news for CLA – we have appointed three new Trustees from the schools sector.
In the Latest Thinking section of our Newsletter there is an article about the difference between the Arts and creativity, and we publish our sector-generated vision/framework for the new National Centre for Arts Education, following our consensus workshops across England over the summer. This is a CLA piece of consultation work which has been shared with DfE.
And of course we have our regular Research Spotlight article from Professor Pat Thomson, which this month focuses on learning through music.
As we write we are awaiting publication of the Curriculum and Assessment Review. Here are some important points about our thinking on the Curriculum and on arts education policy more broadly:
- The Arts and creativity are not the same thing – we will be unpicking this through a series of articles this autumn, with the first appearing in the Latest Thinking section of this newsletter.
- The interim Curriculum and Assessment Review report noted that breadth could be provided by enrichment activities beyond the curriculum. We welcome news of a new framework and government investment in enrichment; however, this must not be seen as a substitute for to Expressive Arts subjects being firmly anchored in the curriculum and accountability measures in schools.
- This autumn we will also be starting a deep dive into STEAM (adding the A of Arts to STEM) as a policy driver – with a note of caution about an approach which advocates for the arts by latching onto other subject areas. We will continue to advocate for the Expressive Arts as a defined curriculum area in its own right, on an equal footing with other subject areas.
- Our Capabilities Framework is changing the way we talk about Arts subjects and is enabling us to be much more confident about asserting their evidenced value alongside other subject areas, rather than reducing the Arts to operating in service to them.
Fair Education Report Card 2025
The Fair Education Alliance (FEA) is an important cross-sector coalition of organisations tackling educational inequity. It has now published latest FEA Report Card which shows the gap between children from low-income households and their peers remains wide at every stage of education and into employment.
Its members work across different sectors, phases of education, regions of the country and areas of expertise, supporting children and young people at every stage – from cradle to career – and working across more than 24,000 education settings. Crucially, this includes 95% of schools in the most income‑deprived areas.
The Alliance has five impact goals against which progress is measured each year. This year they reveal the following:
- Development at age 5
- 51.5% of children from low-income households achieved a good level of development compared to 72% of their peers – this amounts to a gap of 4.7 months.
- Academic attainment
- The disadvantage gap has narrowed for both primary and secondary school for the first time since 2018 but both remain significantly wider than pre-pandemic gaps. The primary attainment gap is 10 months; for secondary it is 19.1 months.
- Wellbeing
- Children and young people growing up in households in financial strain are nearly two times more likely to have low life satisfaction.
- Essential Skills
- There is a noticeable ‘skills trap’ where children from low-income households have fewer opportunities to build essential skills, and less understanding of the importance of those skills. This creates a 7% essential skills gap, leading to lower wages, employment and job satisfaction.
- Education, Employment and Training
- Young people from low-income households are twice as likely not to be in education, employment or training than their peers.
The Fair Education Alliance’s annual findings reveal how much work there is yet to be done to close the gap between children from low-income households and their peers. Their approach chimes with CLA’s social justice and inclusion focus across all our activity.
The FEA inspired our own work to uncover the Arts entitlement gap and the Arts enrichment gap that we reveal in our own Report Cards. We look forward to sharing our new findings in the spring, following on from the evidence we reported on this year that reveals the geographical disparity in Arts access which is linked to socio-economic data: where a child grows up and their family’s socioeconomic status, are significant determinants in whither or not they will pursue Expressive Arts options from the age of 14.
Ministerial changes in government
Following the resignation of Angela Rayner MP as Deputy Prime Minister and Deputy Leader of the Labour party, the Education Secretary Bridget Phillipson is now seeking the Deputy Leader role which will be decided on 25 October.
In September the Prime Minister undertook a range of ministerial changes across a number of departments including the Department for Education (DfE) and the Department for Digital, Culture, Media and Sport (DCMS). You can see coverage and a list of responsibilities here.
At the Department for Education
New Children’s Minister: New minister, Josh MacAlister, has an enhanced brief, taking responsibility for safeguarding, counter-extremism in schools and maintenance of the education estate. MacAlister is a former teacher who led the last government’s independent children’s social care review. In 2013 he established Frontline, a graduate social working training programme modelled on Teach First. MacAlister has picked up an expanded brief after taking on the children and families ministerial role. He will now oversee 17 policy areas, instead of the 13 that fell under the previous children’s minister, Janet Daby.
Early Education Minister: Stephen Morgan has been replaced by Olivia Bailey as Early Education Minister. Her portfolio now includes the best start family hubs and parenting, which have moved from the children’s brief, as well as school uniform. New responsibilities also include holiday activities and the food programme. But it appears the “use of research, science and evidence within the Department for Education” responsibility has been ditched from the early year’s brief.
Minister for School Standards: Catherine McKinnell has been replaced by Georgia Gould as Minister for School Standards. Prior to her DfE appointment, Georgia Gould served as parliamentary secretary in the Cabinet Office from July 2024 to September 2025. From 2017-2024 she was Leader of Camden Council in London, where she was a strong supporter of arts education, launching the STEAM (Science, Technology, Engineering, Arts and Maths) Commission in 2016. Gould is the author of Wasted: How Misunderstanding Young Britain Threatens Our Future, published in 2015. Writing about the book, she said:“Young people don’t just want a job, they want the opportunity for creativity, entrepreneurialism and to be part of something bigger than themselves. She has also been a Governor of William Ellis School.
Of particular relevance for us is the fact that following responsibilities have been added to Gould’s portfolio:
- curriculum and assessment, including the curriculum and assessment review and creative education
- access to sport, arts and music education, working with other departments
Bridget Phillipson’s responsibilities remain unchanged, as do those of the only other remaining minister with responsibility for some schools’ issues – Minister for Skills, Jacqui (Baroness) Smith, who will work across the Department for Education and the Department for Work and Pensions. The remit for Skills, including apprenticeships and oversight of Skills England, has moved to the Department for Work & Pensions.
Our take on the reshuffle: It is helpful to see that Georgia Gould now has specific ministerial responsibility for the Curriculum and Assessment Review and creative education – which we assume means that she will have oversight of the National Centre for Arts and Music Education – as well as access to arts and music education. (See our new Latest Thinking article on why it’s important not to conflate Arts subjects and creativity.)
As Schools Week reported, it appears that the “use of research, science and evidence withing the Department for Education” has been dropped from the Early Years brief (now held by Olivia Bailey) so we are wondering if that is an error … or not. It will be helpful for DfE to clarify its position in relation to research, science and evidence if no minister has oversight of this area. Russell Viner, Chief Scientific Adviser for DfE (each department has one), leaves his post in December and we do not yet know if his successor has been appointed.
The appointment of Professor Becky Francis as Chair of the Curriculum and Assessment Review in autumn 2024 indicated a welcome new commitment to evidence, so it will be interesting to see how that commitment plays out in a period of education policy change. Evidence is the cornerstone of CLA’s work and enables us to tell the full story of access to arts education for all children and young people, and to build an evidenced value narrative which sets out why that matters.
At the Department for Digital, Media and Sport
DCMS Minister of State: The new Minister is Ian Murray. The Scottish Labour MP for Edinburgh South replaces Chris Bryant, who has moved to the Department for Business and Trade, although he retains the brief for the creative industries (trade and growth) in his new portfolio. Murray has also become Minister of State in the Department for Science, Innovation and Technology. The link to his brief is here. Working under culture secretary Lisa Nandy, Murray’s brief at DCMS includes arts and libraries; creative industries; museums and cultural property; cultural diplomacy and soft power; tourism; heritage and national archives.
Also of note …
Chief Economic Adviser: We note that the Prime Minister’s new Chief Economic Adviser is also currently the new Chair of the Victoria and Albert Museum. Baroness Shafik was appointed to the Museum on 1 January 2025. As a world-leading economist whose career has straddled public policy and academic, it is good to see Baroness Shafik’s connection to the cultural sector – and therefore her likely understanding of its value and its soft power role. She has also been Deputy Chair and a Trustee of the British Museum.
News from the Labour Party Conference
CLA’s Co-Chair, Derri Burdon, and Trustee Tina Ramdeen attended the Labour Conference in Liverpool between 28 and 1 October and were pleased to be able to attend several sessions at Conference.
The Secretary of State for Education used the Conference to talk about education being about the “people of tomorrow, not just the workers of tomorrow. The artists and the scientists. The teachers and campaigners. The match-goers and the museum-goers. Carers and parents. The activists, the volunteers, the voters.” It was good to see the reference to artists and museum goers and the implicit link to art-making and art-consumption.”
Phillipson also referenced Labour’s national free breakfast clubs which roll out from April, school-based nurseries, and Best Start Family Hubs, “reviving Sure Start for a new generation.”
She also said that education maintenance grants will return for some university students in England by 2029, and will apply to “tens of thousands” of students from lower-income households, targeted at those “studying priority courses that support the industrial strategy and the Labour government’s wider mission to renew Britain”.
So we now wait to see whether Creative, Arts and Design subjects will be included as priority courses. The government’s industrial strategy published in June 2025 recognises the Creative Industries as one of eight high-growth sectors, along with Life Sciences, Clean Energy Industries, and Defence, and Digital and Technologies and others.
Maintenance grants were abolished 10 years ago by the former chancellor George Osborne, who said they had become an “unaffordable” cost to the taxpayer. At the time, students from families with annual incomes of £25,000 or less could get a full grant of £3,387 a year. More than half a million students in England were receiving a grant before they were removed.
The government said the new grants would be funded by a tax on international student fees, which will only apply to higher education providers in England, and that it will provide more detail in November’s autumn budget.
Unlike maintenance loans, which students have to repay with interest, maintenance grants do not have to be paid back. Phillipson said the government was putting universities “back in the service of working-class young people”.
In his speech, the Prime Minister announced that his government would scrap the old goal of 50 per cent university participation. In its place he pledged a new target: two-thirds of young people should go either to university or take a “gold-standard apprenticeship” as part of a broader mission for them to gain “higher-level skills” by age 25. He also committed that at least 10 per cent of young people in 2040 should be pursuing higher technical education or apprenticeships aligned with the economy’s needs.
At one conference event Phillipson talked about her vision for the future of education over the next decade, and she placed a firm emphasis on the early years. Another priority for her is white working-class children – she talked about English and maths being a challenge and needing to close the attainment gaps for these subjects.
She wants to harness power of tech, freeing teacher time to support SEND. She used an example of a DfE-built and AI-powered attendance solution, helping schools benchmark across schools and make good decisions about sequencing the school day. Sharing data between schools is something she wants to improve. In ten years she wants to see:
- Genuine inclusive education, with more SEND children and young people in specialist provision in mainstream schools
- An education system that serves working class children well
- Tech that enables rather than replaces teachers
She talked about improving education together, across the workforce, government and the system, and she sees the government’s upcoming White Paper and the Curriculum and Assessment Review as driving the changes. She talked about the focus of the White Paper being how we prepare children for the future, including making the “breadth and wonder of art and music and sport available to all children”.
It was good to hear Phillipson valuing the “wonder of art and music”. CLA’s Capabilities Framework makes clear the ways in which studying Arts subjects supports achieving and thriving, in delivering seven key capabilities that are essential for life and work: agency, wellbeing, collaboration, communication, empathy, creativity and interpretation.
Phillipson also talked about there still being a lack of consensus around “all teachers being qualified”. The qualifications point is important for arts subjects. There are many skilled music teachers, for example, who do not have a PGCE or Qualified Teacher Status (QTS).
Phillipson is clearly viewing the upcoming Curriculum and Assessment Review as critical in driving change. We will provide you with a full analysis as soon as we can after it’s published. And we know that one of the big issues not in scope of the Review will be crucial to delivering its recommendations: the teaching workforce.
The Chancellor of the Exchequer: Initially flagged in the June spending review, Rachel Reeves, who is the daughter of primary school teachers, said in her speech on 29 September that she will deliver a library in every primary school in England as part of Labour’s plans to give all children the best start in life regardless of their background.
The scheme, which will create libraries in the 1,700 primaries currently without them at a cost of £10m, will be funded from £132.5m of dormant assets (of which £15m was already allocated by the last government to a Better Futures programme) that will be unlocked to give young people access to cultural opportunities.
Lisa Nandy announced the name of this new dormant assets fund in her speech at the conference: ‘Every Child Can’ (presumably a nod to the valued policy framework, Every Child Matters, from 2003). Nandy’s precise words about the ‘Every Child Can’ fund are of significance: “We are reversing years of decline by funding youth centres, grassroots sports, arts and music programmes in the communities that need it most. Because we believe that every child can. Every child can draw. Every child can dance. Every child can dream … Because a creative life is a life worth living. It’s how self-belief is built. How confidence is formed. How futures are changed.”
One in seven primary schools in the UK do not have a library, according to the National Literacy Trust, rising to one in four for disadvantaged areas. In welcoming the news, the Gruffalo illustrator, Axel Scheffler said that “A school library is more than just a room full of books. It’s a place where imaginations grow, confidence builds, and a lifelong love of reading takes root.”
We reported on the dormant assets fund in our Newsletter in June when we summarised all the target funding areas for the fund: reading; music; arts and culture; creativity for employability; participation opportunities; safe spaces and community connections; local partnerships for enrichment; and children in care.
Our CLA Trustee, Tina Ramdeen, provided an update in her Latest Thinking piece on new government policy and funding for youth/enrichment in our newsletter in early September.
We look forward to hearing more about how the Every Child Can will be allocated now we know about the first £10m allocation, and in particular how its funds will be targeted at closing the Arts entitlement gap and the Arts enrichment gap we highlight in our Report Cards.
Meanwhile we would note two important points: the first is that this funding would still only provide each of the 1,700 schools with less than £6,000. And second: research has shown the regional breakdown of primary schools in England without a library space correlates exactly with our Report Card data that reveals the three areas where you are least likely to study an arts subject – the North East (18%); the North West (16%) and the West Midlands (13%). In the South East the number of primaries without a library is 6%. The entitlement gap for children in these three regions goes deeper than the Arts and closing it needs to be a core priority for government.
Ofsted sets out a new approach to inspection and guidance toolkit
On 9September Ofsted set out a renewed approach to education inspection that it says will give parents better and more detailed information, is fairer on professionals, and will help raise standards for all children.
Earlier in the year, CLA submitted a detailed response to the Ofsted consultation document (‘Improving the way Ofsted inspects education’) and the School Inspection Toolkit (draft for consultation). You can see what we said about the draft framework and Toolkit here.
The new approach will be based on a five-point grading scale. In response to feedback from professionals and parents about the proposed terminology, the final set of grades has changed to:
- Urgent improvement
- Needs attention
- Expected standard
- Strong standard
- Exceptional
There will be a new inspection report card to “highlight excellence and identify areas for improvement – driving high and rising standards. The report card will provide more nuance for parents and providers, combining at-a-glance grades with narrative summaries of strengths and areas for improvement. Following extensive feedback and user testing of February’s proposed version, the report card has been redesigned to make it more accessible, particularly on mobile devices.”
Parents and carers will receive the detailed information about nurseries, schools and colleges they’ve asked for, with strengths and areas for improvement highlighted. There will be a focus on ‘inclusion’ in every inspection to ensure that disadvantaged and vulnerable children are central. There is an increased focus on professionals’ well-being and workload through a more collaborative approach to inspection.
There is a guidance toolkit for inspectors and schools on inspecting maintained schools and academies in England under the renewed education inspection framework, available for use from 10 November 2025. Schools Week summarises the big changes here.
Our take
We are pleased that the directive introduced in 2019 requiring schools to develop their pupils’ cultural capital has been removed, as it was both complex and reductive. In its place we called for an approach which examines and values a school’s provision of an Arts-rich education.
The new framework has a specific reference to the arts and music, which is a strong positive, however we did note in our response to the consultation a risk that this might imply that the arts could be provided as extra-curricular add-ons and not core to curriculum (where they were not specifically mentioned).
We also stated earlier in the year that much would depend on the National Curriculum upon which the toolkit rests, and the quality of that in relation to Expressive Arts subjects. It felt hard to respond to the consultation without an understanding what the final report of the Curriculum and Assessment Review will say about curriculum change.
We would commend the inclusion of oracy as a key factor in “securing strong foundations for all pupils”, specifically that: “all pupils are explicitly taught how to communicate effectively through spoken language (oracy), articulate ideas, develop understanding and engage with others through speaking, listening and communication.” Oracy was missing from the Curriculum and Assessment Review interim report back in March but it links to our Capabilities Framework in which communication is a core capability. The Oracy Education Commission report last year placed a strong emphasis on the value of the Expressive Arts in developing children’s oracy and communication skills.
In the published framework, Expressive Arts subjects do get strong mentions, specifically in the personal development programme sections, where “using imagination and creativity in their learning” is referenced in relation to children gaining a sense of enjoyment and fascination in learning about themselves, others and the world around them. Inspectors are also asked to consider the extent to which “pupils’ talents and interests are nurtured, developed and extended through a range of opportunities” and pupils are willing to “participate in – and respond to – artistic, musical, sporting and cultural opportunities.”
Previously any reference to the “use of imagination and creativity in learning was held within a “Spiritual, moral, social and cultural development” section, so the “personal development” link and extended references to talents, interests, and arts participation and responses are welcome. Jason Elsom, Chief Executive of Parentkind, the UK’s largest parent charity, welcomed the new inspection framework and the way in which it makes “space for parents”.
However, the new framework is already receiving mixed reviews particularly around inclusion and from unions and headteachers, and there are concerns about the rushed timetable to get it into schools in November. Some MAT heads, such as the CEO of United Learning, are more positive.
Access to Higher Education Arts courses and the UK’s first ‘super university’
The British Academy is the UK’s national academy for the humanities and social sciences funding research and recognising excellence. For a number of years it been tracking the health and development of humanities, arts and social science degrees at universities at system-wide and subject-specific levels.
Several years ago the Academy developed a new collective name for these subjects – SHAPE (Social Sciences, Humanities and the Arts for People and the Economy) although this term has not really found traction outside of the academic sphere. It was developed as a way of telling the story of these subjects.
The latest report from the Academy’s SHAPE observatory reveals that large swathes of the UK are becoming ‘cold spots’ for humanities, social sciences and the arts. The new report reveals that thousands of students across the country don’t have access to many humanities, arts or social sciences degrees in their region – the consequence of sweeping cuts to degree courses caused by the financial difficulties facing higher education.
More students than ever are studying close to home – 56% of UK undergraduates in 2023/24 – and disadvantaged students are more likely than their peers to stay local. This means that the disappearance of SHAPE degrees in whole regions risks deepening opportunity inequalities for young people. The report highlights that parts of the North, South West and East of England, as well as large areas of Wales, Scotland and Northern Ireland are particularly affected by cold spots in higher education.
The Academy is recommending to government that:
- HE regulators should monitor subject provision through an ‘at-risk’ regional subject register and funding for ‘at risk’ subjects
- Universities in each UK nation and region should work together to find opportunities for collaboration in teaching, research and services
- Government should issue clear guidance on how far higher education providers can collaborate without breaching competition law.
CLA tracks progression to HE for Creative, Arts and Design subjects in its Report Cards, and reports on Arts course losses in our Newsletter. We endorse the BA’s call for HE regulators monitoring subject provision and identifying subjects at risk. We are acutely aware of the loss of these subjects after 15 years of the previous governments’ prevailing and persistent narrative of “strategically important subjects” which excluded the arts.
In relation to the BA’s second recommendation that universities collaborate, this month saw the announcement of the UK’s first “super-university”, stretching across an entire region. This will be created by the merger of the universities of Kent and Greenwich. Under the proposed name of London and South East University Group, the single institution will have one vice-chancellor from the academic year starting in autumn 2026.
Although this has been driven by economic pressures and the need for financial resilience, it does pave the pave the way for more university collaboration on specific subject areas, including the Arts. The Office for Students, England’s higher education regulator, welcomed the move and suggested more universities may explore similar options as they battle economic challenges, with 40% of English universities now believed to be in financial deficit. The Department for Education (DfE) said ministers welcomed the move. This is the first merger of its scale in the UK with the total number of students in the new institution reaching almost 50,000.
CLA wants to see a much stronger Arts presence in HE for all the reasons we set out in our Capabilities Framework in terms of the value of these subjects for life, for work, for society and for the economy. Our 2025 Report Card reveals a fall of 2.4% in the number of undergraduates in creative subjects in England between 2020/21 and 2022/23, despite a 4% increase in the total number of all undergraduates in the same time period.
Relatedly, Creative, Arts and Design subjects are making up a smaller proportion of all undergraduate degrees in England. In 2020/21, 8.2% of all undergraduate degrees were taken in Creative, Arts and Design subjects. By 2022/23, this figure had fallen to 7.7%. All of this points to a diminishing presence of creative subjects in university undergraduate education in England. CLA would strongly endorse the call for an ‘at-risk’ regional subject register and more funding for important ‘at risk’ subjects.
New Theatre Trip Toolkit launched to help connect theatres to schools
Children’s Theatre Partnership, National Theatre and the Royal Shakespeare Company have joined forces to develop a brand-new Theatre Trip Toolkit aimed at helping theatres, producers and venues of all sizes connect with and build schools audiences.
Funded by Arts Council England, the toolkit has been produced in close consultation with theatres, touring companies, educators and arts centres nationwide.
As well as practical advice on how to engage and grow school audiences, the framework offers strategies for removing potential barriers to attendance, and is designed to meet the practical needs of teachers and young people, from logistics to cost and accessibility.
Young people’s access to live theatre has fallen dramatically in recent years with many children now missing out on these experiences altogether. Our Report Cards reveal the extent of the decline in the ‘Arts enrichment gap’ sections.
CLA is pleased to see this investment in building young audiences and encouraging schools to access live theatre at a time when we know access to these experiences has been declining in recent years – as we address in our Report Cards which highlights the significant decline in the number of young people studying Drama at GCSE and A Level.
Our CLA Capabilities Framework sets out the important capabilities developed through arts subjects and experiences, including empathy, collaboration, communication, wellbeing and agency. We hope that this new resource will be valuable for the arts sector as they work to develop their programming in response to school needs.
Access Art reveals the spend per pupil on art materials in schools
Access Art, a subject association for Art & Design, has released a short film detailing the spend per pupil on art materials in school. The average is now £1.80 for primary and £4.30 for secondary – and some of actual figures from schools that submitted their data are far less, ranging down to 14 pence per pupil – and very much higher for the independent sector. The survey also revealed that 90% of teachers are spending their own money to contribute to buying materials and that the figures are 53% down on last year.
The Clore Duffield Foundation undertook similar research more than two decades ago which revealed that £2.68 was then the average spend per secondary school pupil on art and design materials – it was less than £2 for primary. Given inflation, the spending for both primary and secondary has declined in real terms; £2 in 2000 would be £3.83 today.
This data indicates the scale of the problem beyond the current curriculum and accountability issues in schools: resources for arts subjects are going to be one of the issues to be tackled in addition to workforce investment after the Curriculum and Assessment Review reports this autumn. This data adds to our collection of survey data relating to arts access and provision for our annual Report Card, and is particularly helpful in revealing a snapshot for primary on one issue at least – since there is no government data available for the number of art subjects specialists in schools and the number of arts hours taught in primary education.
Media interest in arts education
In the run up to the publication of the Curriculum and Assessment Review final report this autumn, there have been some recent national media think pieces championing arts education.
Anthony Seldon, a teacher for 40 years – and biographer of all British Prime Ministers since John Major – authored a powerful think piece in the Financial Times (paywall access sadly) in which he describes a narrow and overly exam-focused education as damaging young minds: “The old education world, which prized solitary academic learning to prepare the young for 20th-century jobs, is being steadily replaced by the ‘human flourishing’ model of education, spearheaded by the OECD, the most powerful body shaping schools internationally. This approach prioritises developing each young person’s unique human gifts, working in teams and preparing them to be positive and valued members of the community — and with the skills 21st-century employers want.”
And in the Observer on 28 September, Catherine Milner authored a piece outlining the decline in Art & Design education and why that matters, talking to several leading designers, including Sir Jony Ive, Apple iPhone designer, about the problem.
Both pieces turn to CLA Report Cards for their evidence. CLA is travelling hopefully into the autumn. When the Curriculum and Assessment Review is published we look forward to working with our schools sector Trustees and other colleagues to produce and share our detailed response to the Review Panel’s policy recommendations.
New CLA Trustees
CLA has some of its own news this month. We are thrilled to announce that we have appointed three new Trustees from the schools sector to our Board:
- Nicky Pear – Deputy Headteacher at Cayley Primary School in Tower Hamlets, seconded from Cubitt Town Primary on the Isle of Dogs, East London
- Kat Pugh – Headteacher at St Marylebone Church of England School, London
- Jenny Thomson – Executive Director at Dixons Academies Trust based in Leeds, Bradford, Liverpool and Manchester
We are delighted to be gaining such rich expertise across the primary and secondary and SEND sectors, and to have appointed our new Trustees from an extremely high-calibre field. These new appointments will be particularly valuable as we head into a new period of policy change with the Curriculum and Assessment Review due to report. You will be able to see more details about all three of our new board members on our website shortly.
