“We welcome the publication of this interim report and the commitment to ensuring that the curriculum and assessment system properly supports the progress of all young people. It’s vital that this review puts the needs of our most vulnerable learners front and centre.

“A number of important areas of focus have been identified for the next stage of the review. It is useful for there to be further consideration of the impact of performance measures, including the English Baccalaureate, on young people’s choices and outcomes. As we have argued for some time, and as this report acknowledges, EBacc performance measures are unnecessarily constraining the choice of students. Our hope is that the EBacc will be scrapped and more done to facilitate the studying of creative subjects that have suffered since its introduction.

“It is reassuring that the report calls for particular attention to be paid to how best to support learners who do not study A levels or T Levels, and what level 3 qualifications may need to exist alongside in order to serve the needs of all learners. The current defunding of applied general qualifications, such as BTECs, has caused huge uncertainty for students and school and college leaders and the review must ensure there is a realistic pathway for all students at this stage.

“We also appreciate the review’s focus on how to support young people who do not achieve a grade 4 in English and maths GCSE, and the acknowledgment that the experience of multiple resits can be damaging. We completely support the report’s call for greater nuance to ensure that as many learners as possible can achieve positive outcomes.

“By working to fix areas of curriculum and assessment that are not working well for all learners, while not undermining areas that are already proving effective, this review can have a really positive impact on children and young people. We look forward to continuing to engage with the review as it progresses.”