News and guidance

Shaping the future of education: ASCL's policy work in action

Deputy Directors of Policy Julia Harnden and Tom Middlehurst highlight how ASCC's policy team has been working constructively with the government and others on key education issues over the last few months.

As the education landscape continues to shift, ASCL remains at the forefront, championing the voice of school and college leaders, influencing policy, and driving change that matters. From pay settlements to inspection reform, our policy team is working tirelessly to ensure that your concerns are heard and acted upon. 

Funding and Pay: Fighting for fairness 

The 2025/26 pay awards have once again highlighted disparities in recognition. While teachers received a 4% increase, support staff were offered 3.2%, and business leaders continue to be undervalued. We are pushing for their inclusion in the School Teachers' Pay and Conditions Document (STPCD) to ensure parity. 

The additional funding via the School Budget Support Grant (SBSG) was welcome, however schools are expected to absorb 1% of the cost, placing further strain on already stretched budgets. Our September funding survey has provided critical evidence to challenge this expectation and advocate for a more sustainable funding model (read the article on page 24 for more on the survey findings). 

Spending Review and autumn budget: What's next? 

The June Spending Review set out modest growth in per-pupil funding (0.9% real terms annually) and capital investment (1.3%). But the devil is in the detail. We await the autumn budget in November to understand how these figures will translate into actual allocations. The results of our funding survey with ASCL members will be central to our discussions with the DfE on adequacy and fairness. 

Teacher Pay and Working Hours: A welcome shift in timing 

The School Teachers' Review Body (STRB) remit for 2026/27 and 2027/28 includes a review of working hours, a long-overdue conversation. We're pleased the process timeline is being brought forward, allowing better budget planning and reducing the stress of late announcements. his is something that ASCL has been calling for, for a long time. 

Improving Education Together (IET): Promise and pitfalls 

Our involvement in the IET partnership offers a platform to influence workforce development, accountability, and SEND. 

However, progress is slow at times and coherence across subgroups and DfE initiatives remains a challenge. We continue to push for alignment and tangible outcomes. 

Children's Wellbeing and Schools Bill: Advocating for practicality 

We're actively engaging with policymakers on the following key concerns:

• Breakfast clubs: Funding must reflect the true cost of quality provision.
• Uniform policy: A cap on costs may be more effective than limiting branded items. 
• Qualified Teacher Status (QTS) requirement: We're urging caution, especially given the recruitment crisis and its impact on special schools. 

Employment Rights Bill: Preparing for change 

With Royal Assent expected this autumn, we're working with ASCL's industrial relations team to develop guidance and tools to support members through the legislative changes, both as individuals and as employers. 

Inspection Reform: Supporting members through transition 

Ofsted's revised framework, launching in November, reduces evaluation areas and introduces new grading terminology. But, in truth, they're minor and cosmetic changes to a flawed rationale, and the implementation remains far too rushed. We remain gravely worried about the reliability of the new system and its impact on leader and teacher wellbeing. It feels as though lessons simply haven't been learned. 

We've responded with webinars, FAQs, and ongoing member engagement to ensure our members are supported (see here www.ascl.org.uk/Ofsted/FrameworkChanges), and ASCL will continue to represent your best interests on this with Ofsted and the DfE. 

SEND Reform: Reframing the narrative 

Education, health, and care plans (EHCPs) are often blamed for budget pressures, but we argue that they are victims of an underfunded system. We're advocating for a phased approach to SEND reform and a funding model that ensures transparency and sufficiency across all stakeholders.

Protecting Student Choice: A call to rethink qualifications reform 

We've raised serious concerns with the Minister for Skills, Baroness Jacqui Smith, about the removal of applied general qualifications (AGQs). These pathways are vital for many young people, and their loss risks increasing not in education, employment, or training (NEET) rates. We've asked for a two-year extension to allow for a smoother transition. 

Other key developments: 

• Free school meals (FSM) Expansion: From September 2026, eligibility will include all families on Universal Credit, something that we have long campaigned for. 
• Skills policy shift: Responsibility has moved to the Department for Work and Pensions (DWP), with implications for NEET reduction strategies. We await the skills white paper for further clarity. 

ASCL is here to represent, support, and empower you. Every conversation, survey, and meeting helps us shape policy that reflects your reality. Thank you for your continued engagement. Together, we are shaping the future of education. 

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ASCL has been quoted widely in the media over the recent period on a range of issues.

August results days always generate plenty of column inches and this year was no different. ASCL’s view was sought on a range of issues, including the regional disparity in A level results (tinyurl.com/5n7c5x3d), the number of students resitting maths and English GCSE (tinyurl.com/5t2d8k3h), and the growing popularity of GCSE Spanish in comparison to French and German (tinyurl.com/bddpk4dr). 

The start of September saw the release of ASCL’s roadmap for a sustainable education system (www.ascl.org.uk/Roadmap). The paper, which examines what should reasonably be expected of schools and colleges and how they should be resourced to deliver those responsibilities, received coverage on Sky News (tinyurl. com/mmmu9n5d) and in The Independent (tinyurl.com/4x8jan5h), as well as in TES (tinyurl.com/2s3wnj8m) and Schools Week (tinyurl. com/2266pwfs). 

A typically busy start to the new academic year was compounded by the delayed release of Ofsted’s plans for the new inspection system. ASCL’s response to the announcement was featured by the BBC (tinyurl.com/3usezunc), The Guardian (tinyurl.com/mshnt3xx), and The Times (tinyurl.com/msb3xfus), among others. 

ASCL General Secretary Pepe Di’Iasio carried out interviews for local and national radio and television, as well as penning an opinion piece for SecEd entitled: “Ofsted is not the answer to ‘raising standards’ and never can be”. You can read that article here tinyurl.com/4spwt227.

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ASCL is proud to represent school and college leaders from across the UK.

To find out more, visit www.ascl.org.uk/uk

September has seen a whirlwind of change within School Leaders Scotland (SLS). I am privileged to take up the post of General Secretary following the retirement of Graham Hutton. At the same time, we saw the retirement of Allyson Dobson, Professional Learning Coordinator. 

My replacement as National Officer, Jane Craigie, took up post on 8 September, while Membership Support Officer Pauline Rankin left us at the end of September. One constant throughout this period is Lyn Honnan, our Administration and Finance Manager. However, we are preparing for her retirement in December, after 29 years’ service to our association. 

Regardless of the level of change in SLS though, rest assured we remain razor-focused on the big issues that are affecting our members. A Scottish government manifesto promise was to reduce class contact time for teachers by 90 minutes a week. This hasn’t yet happened, with only a few months to go until the next Scottish parliamentary election. There are significant barriers to this, not least the question: where do we find the additional teachers to make this happen when we already have a teacher shortage? 

Also, the pay claim for this year remains unsettled. The Convention of Scottish Local Authorities (COSLA) recently made the following offer for a two-year settlement, which runs from 1 August 2025 to 31 July 2027: an undifferentiated 4% uplift on all Scottish Negotiating Committee for Teachers (SNCT) pay points for year 1 (1 August 2025 to 31 July 2026) and an undifferentiated 3.5% uplift on all SNCT pay points for year 2 (1 August 2026 to 31 July 2027). At the time of writing, this offer has been rejected by the teachers’ side, and we await a revised offer. 

This summer, we published the results of our workload survey (tinyurl.com/2fnmsf9s), which highlighted an average working week of more than 53 hours, with some members reporting working 80-hour weeks. Worryingly, 61% of school leaders said that they plan to leave the profession early due to rising workload and levels of stress. 

These stress levels are due in part to a growing crisis in the provision of additional support needs (ASN). We published a report on this in August (tinyurl.com/yc5p99x8), highlighting the huge increase in pupils with ASN – more than 40% in 2025, compared to 5% in 2007. It is clear that appropriate resources are not being provided to adequately support these young people. 

On these and many more fronts, we will continue to do our best to help improve the situation for our members, and, in turn, for the young people of Scotland.

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As we enter a new school year, I think it’s time for a reality check. Education in Wales works because of the people who deliver it. 

It works because our school and college leaders make it work, usually in impossible situations, with no finances. ASCL Cymru conducted a member survey in June 2025. The main findings are alarming: 

• 61% said their workload was unmanageable 
• 74% said their work/ life balance was unacceptable 
• 87% felt they had to work beyond acceptable hours
• 97% said that work intensity was extreme or high 
• 97% felt that their job interfered with their family or personal life 
• 85% missed family events such as parents’ evenings for their own children 
• 91% felt that their job interfered with their sleep 
• 84% felt their job interfered with their physical and mental wellbeing 
• 40% overall felt that they enjoyed their job less than the previous year and more than half (55%) were considering leaving the profession 

On average, our school and college leaders work a 57-hour week, and that’s on a good week. On a bad week it’s more than 65 hours. They work weekends and holidays and our pay and conditions document supports this and offers no protected leave. 

Our school and college leaders are vital to the success of our system, so shouldn’t we start to realise that and look after them, and shouldn’t we start looking after ourselves? 

We can only do so much, and there isn’t a long queue of people waiting to do this job; we need to build longevity into our roles, by managing our workload and giving ourselves the protections we offer to all our staff. 

So, maybe our next New Year’s resolution should be for us to be a little kinder to ourselves, give ourselves time to rest and recover, and challenge the others in our profession to do the same.

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As you read this piece, I will have moved on from my role as director of ASCL Northern Ireland. It’s been a real privilege to work with so many inspirational leaders from across the UK over the past two years, and I’ve appreciated the opportunity to speak on your behalf in many forums. ASCL is a very special organisation. 

At times like this, it’s good to take stock and reflect on where we are. 

When I took on the role in Northern Ireland, there was no functioning Stormont Executive, teaching unions were engaged in action short of strike, and staff had not received pay awards in a number of years. There was an urgent need for curriculum and qualification reform, a review of workload and funding, and a general lack of leadership in education. There was a huge hangover from Covid that we couldn’t seem to shake off. 

Fast forward two years, and things are very different. Some might say Stormont is functioning relatively effectively, but I think it is definitely fair to say that the Department of Education, led by Paul Givan as Minister, has certainly taken huge strides forward. Pay parity with England and Wales has been established through significant pay awards, schools are beginning a new academic year with no industrial action in place, and the Minister has sought to implement many aspects of the Independent Review of Education, much of which I’ve explained in previous editions. His TransformED strategy (tinyurl.com/2mpvpfet) will address qualifications, curriculum, workload, funding, and education inequality. 

Obviously, nothing is perfect, and difficult decisions will be required, but we are in a better place and moving in a healthier direction. The influence of ASCL Northern Ireland should not be underestimated and the Executive Committee continues to work tirelessly on your behalf. Thank you for the opportunity to work for such a fantastic association – the difference you make to the lives of our young people is immense.

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Continue to be part of our great community when you retire from a school or college leadership role with ASCL Associate membership. 

ASCL Associate membership means that you can continue to receive ASCL publications such as our online Leader magazine and email news updates and have access to website resources. 

Plus, you'll find that Associate membership comes with additional benefits and new opportunities through the exclusive magazine Associates News, social activities, the ASCL Associates Committee, volunteering, and chairing our popular planning for retirement events. 

• Find out more at www.ascl.org.uk/associates

In addition, a reminder to current Associate members that Quilter Financial Advisers (QFA) - ASCL's premier partner for financial services — offers an initial free personal telephone appointment for members. Call QFA on 08000 858590 or email QFAinfo@quilter.com to arrange your appointment (for details on how QFA uses your personal information, please view its privacy policy here tinyurl.com/k2mmf9sr).

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ASCL has published a new report setting out a roadmap for a sustainable education system. The paper examines what should reasonably be expected of schools and colleges, how they should be resourced to deliver those responsibilities, and how to make sure they are able to attract the staff they need. It has been produced following a year-long consultation with ASCL Council (www.ascl.org.uk/council), our policymaking body of 60 serving school and college leaders. You can read the full report here: www.ascl.org.uk/Roadmap 

We’ve shared the report with key policymakers and officials, as well as with the Office of the Children’s Commissioner for England. We will continue to lobby for these changes in our ongoing policy engagement over the coming months. We’d welcome comments on the report and its recommendations. Please share these to tellus@ascl.org.uk

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In September, the government published its consultation response on school accountability reform (tinyurl.com/3xxwbv3d). The revised policy on intervention is a concoction of reliance on structural change (forced academisation or transfer) and Regional Improvement in Standards and Excellence (RISE) intervention. 

For schools requiring significant improvement and ‘stuck’ schools, there is to be a shift away from immediate structural intervention. Instead, mandatory intervention via school improvement support from RISE, the DfE’s school improvement programme, will be the first port of call, allowing a period of time for improvement (18 months and 2 years, respectively) before structural change will be back on the table. For schools requiring significant improvement, this policy won’t be in effect until September 2026. 

The government asserts that this more ‘tailored’ approach to intervention will quicken improvement activity and support the principle of intervention being delivered ‘at the right time’. For schools in special measures, a structural measure (academy conversion or transfer to another trust) will continue to be the ‘normal’ route. 

However, the Children’s Wellbeing and Schools Bill, currently making its way through Parliament, proposes to remove directive academy orders for maintained schools, meaning this will, from a legal perspective, become an active decision for the DfE in each case, as opposed to a statutory obligation. However, it is not clear what circumstances, if any, will trigger departure from the default policy position here.

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ASCL is committed to supporting and promoting equality, diversity and inclusion (EDI) among school, college and trust leaders, and in our own organisation. 

Our leaders’ networks, focused on ethnic diversity, lesbian, gay, bisexual, and transgender plus (LGBT+) and women leaders, offer a safe space for members in these groups to support and empower one another, and to raise awareness of issues particularly affecting these groups. Please visit their individual pages via the links below to find out more: 

• ASCL Ethnic Diversity Network (www.ascl.org.uk/EDNetwork) 
• ASCL LGBT+ Leaders’ Network (www.ascl.org.uk/LGBTLeaders) 
• ASCL Women Leaders’ Network (www.ascl.org.uk/womenleaders) 

Find out more: To join any of our leaders’ networks and for an invitation to the next meeting, please email CorporateAdmin@ascl.org.uk indicating the network/s you would like to join.

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A cyberattack on the Online Single Central Record (Online SCR) supplier has been a shock for education, with many schools and trusts affected. As some continue to manage the issues flowing from the breach, it’s never too soon to start learning lessons. 

With any edtech vendor – especially those offering safeguarding services – carrying out a Data Protection Impact Assessment (DPIA), which includes vendor due diligence, is not just a requirement, it’s important for the security of your data and to ensure you contract on terms you understand and accept. While most in education take data protection compliance seriously, even some of the more diligent may have overlooked completing a DPIA for its third-party online providers and platforms. 

For those services you already use, you should ensure a DPIA has been carried out, and if it hasn’t, complete one now. As part of that work, you should also review the contract terms, paying specific attention to liability clauses and notice clauses. It may be worth asking your lawyers for advice on these points. 

The ideal is to carry out a DPIA before onboarding the service, so it needs to be part of your procurement process. Whenever procuring services that will use personal data, it is sensible for your data protection officer to be involved from the outset to ensure the data protection issues are properly considered.

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The DfE is expected to set out its SEND reforms through a white paper in autumn 2025. 

This follows an investigation by MPs on the Committee of Public Accounts of the British House of Commons (tinyurl.com/ac96cf57), which found "a system in disarray, mired in red tape, and lacking funding" (UK Parliament, 2025). The Institute for Fiscal Studies projected that local council SEND deficits will reach £8 billion by 2027 (tinyurl.com/yc5na5ah). 

Among the reforms, it is expected that there will be a focus on delivering a more inclusive style of education within mainstream schools based on early intervention, including training for teachers and teaching assistants. 

Intentions are that early intervention will prevent needs becoming more complex, reduce the number of education, health, and care plans (EHCPs) being issued as well as the number of pupils needing specialist and independent school placements. 

The number of students with EHCPs in January 2025 was 638,745, an increase of 10.8% from the previous year (tinyurl.com/yv7rvss2). There has also been a steady increase in the number of EHCP appeals being brought against local authorities. These appeals are largely decided in favour of the appealing parent/young person, but funding to put in place the special educational provision awarded, and the number of special school places, haven't kept up with the demand, meaning the SEND system is simply overloaded from all angles. 

Whether or not early intervention and additional resource/training in the mainstream sector will solve the problem remains to be seen, but what is evident is that change is needed fast.

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The DfE's Writing Framework for 2025 puts renewed focus on transcription, oral composition, and grammar, right from Reception. It's a clear, practical guide for teaching writing in primary schools, grounded in classroom experience and educational research. As student needs and classroom tools evolve, how can schools bring this framework to life in a way that is both effective and engaging? With classroom technology. 

After continuously supporting leadership teams in educational institutions with the adoption and ongoing use of technology, Sync understands the importance of integrating technology into curriculums to drive engaging learning experiences and enhance student outcomes. 

Classroom technology can make a difference. Students can improve written skills using a plethora of educational apps on an iPad that assist in the refinement of their written work. 

These applications support traditional writing methods, allowing teachers to reinforce core skills while offering new, creative ways for students to engage with writing. As an Apple Authorised Education Specialist, Sync supports schools, colleges and MATs to maximise their use of technology to enhance teaching and learning. 

Exclusive for ASCL members: Access discounted pricing on Apple devices.

Find out more:  

• www.wearesync.co.uk/portals/ascl 
• Tel: 0161 605 3838 
• Email: education@ wearesync.co.uk

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It's worth bearing in mind that, as charities, schools and academy trusts are bound by charity law to follow the guidance issued about engaging in political activities. Their job is to advance education, not to promote one or more political viewpoints, popular though that may be in their community. 

Flying the national flag of England (or other countries) can be seen as promoting a political viewpoint where that risk has (or is at risk of being) hijacked as a rallying cry for particular political interest groups. Even supporting or promoting fundraising by parents or local community groups with a political aim could risk the reputation of the school or academy trust and would fall outside of the charitable purpose of 'advancing education'. 

The DfE has published guidance for schools and academies on political impartiality and providing a balanced viewpoint to students (tinyurl.com/5juh3wk2), and teachers and school leaders have a duty to report concerns about extremism demonstrated by students, staff and educational institutions. 

The Charity Commission has also published guidance about what charities can and can't do regarding political activism (tinyurl.com/3hhjx633).

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In the High Court, Dame Victoria Sharp gave a warning to lawyers and litigants on the use of generative AI tools like ChatGPT. 

While that case involved the suspected AI use by lawyers presenting fictitious cases to the court, five fictitious cases in one case and eighteen in another, it serves as a useful warning and reminder to anybody handling employee complaints and claims, and more broadly in the appropriate use of AI by the education sector for which leaders share responsibility. 

In the most serious cases, deliberately placing false material before a court could amount to contempt and criminal conduct because it deliberately interferes with the administration of justice. 

Its use for creating meeting minutes, which are later relied on in court and shown to be inaccurate, is one example we have come across. As well as seriously undermining credibility, it can put the staff presenting them at risk of prosecution. Employee complaints and claims generated using AI have become similarly troublesome and come in for criticism from the courts and tribunals. 

The increase in verbose AI-generated complaints by employees is generating huge amounts of extra work and cost for the sector and their legal teams.

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Make sure you don't miss out on the latest information and tell us of any change in job title, school/college address, home address, and email. You can change your personal information online by simply logging in to your account (www.ascl.org.uk/login). Ensuring that we have your most up-to-date details will enable us to help you quicker should you need to contact us for support. It will also enable us to ensure that you receive all your member benefits.

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