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The ASCL Blueprint for a Fairer Education System

The ASCL Blueprint for a Fairer Education System sets out a long-term vision for how we can ensure our most disadvantaged children and young people can flourish and thrive as we begin to emerge from one of the most difficult periods most of us have ever experienced.

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BUILDING BLOCK 1 | CURRICULUM

A core national curriculum, mandatory for all state schools until the age of 16, focused on what we collectively agree are the most important things children and young people should know and do. This is relatively stable, with regular but infrequent opportunities for review. Young people can branch off into different pathways as they get older. These pathways are all of a high quality, and can be combined and moved between.

BUILDING BLOCK 2 | TEACHERS AND LEADERS

Leaders, teachers and support staff in every school and college who have the expertise and capacity to develop and expand the core national curriculum into a high-quality local curriculum, and to provide the broader support children and young people need. This expertise is developed through strong initial teacher education, ongoing and effective professional development, and the sharing of knowledge and effective practice.

BUILDING BLOCK 3 | ASSESSMENTS AND QUALIFICATIONS

National assessments and qualifications which link seamlessly to the core curriculum and post-16 pathways. These are constructed in a way which enables all children and young people to demonstrate their knowledge and skills, and to be recognised for this. Students’ results in national assessments play a proportionate role in how schools and colleges are held to account.

BUILDING BLOCK 4 | RESOURCES

Sufficient resources for all schools and colleges to deliver the education to which we have agreed all children and young people are entitled.

BUILDING BLOCK 5 | STRUCTURES AND SYSTEMS

Structures and systems which support and reward schools and colleges for providing all children and young people with a high-quality, broad and challenging education. These structures and systems encourage and enable everyone working in schools and colleges to act for the good of all children and young people, not just those in their own institutions.