The New Schools White Paper, and the 2030 targets for the Education sector

A new year is auspicious for all institutions, but for the education sector 2023 may well prove to be the year where a number of important and long lasting changes are implemented. In May of last year the government published their `white paper` a document which details proposed reforms for the education sector, many of which were later ratified by parliament.

The paper put a strong slant on improving the literacy and mathematical abilities of schoolchildren over the next decade. One target is to ensure that by 2030 90% of primary schoolchildren will meet the established standard in reading, writing, and mathematics. The aim for the average GCSE grade in both maths and English is a 5 (defined as a strong pass, equivalent to a high C and a low B on the traditional grading system).

The white paper states that they will achieve this by `ensuring an excellent teacher for each child; high standards of curriculum; attendance and behaviour; targeted support for every child who needs it; and a stronger and fair school system that works for every child.` These ambitious goals will be attained with the help of trusts, local authorities, faith bodies and the Department for Education all working to assist one another. The overall aim is for each and every school to be a component in something called a multi-academy trust (MAT) - a plan that is to be accomplished by 2030.

Levelling up is an in depth, `moral social, and economic programme for the whole of the government` according to the Department for Levelling up, Housing and Communities. Its purpose is to spread opportunity more equally across the UK. The department has announced 55 EIAs (Educational Investment Areas) - these being local authorities with the `the lowest rates of
combined KS2 and KS4 attainment, existing Opportunity Areas, or areas identified for  
additional school improvement support.`

The Government plans, as part of the first strategy of their white paper mandate, to focus their attention on thee EIAs. Of the 55 EIAs 24 will become priority areas, building on the support already provided with such supplementary benefits as a `local needs funding pot` of around £40 million, a MAT leadership programme for ambitious trust leaders, and an extension of the `Connect the Classroom` offer, a scheme funded by the DfE focusing on IT services.

Schools that have already been judged inadequate are already eligible for intervention packages, and should be receiving support from their local authorities; the new measures of the white people will simply add to this assistance. As of September 2022 academies and maintained schools which have received the RI grade (requires improvement) by Ofsted, while also being assessed as falling below Good in their prior inspection, may also be eligible for further assistance. Individual schools can present a case as to why they should be in receipt of support, and a team will be available to assess each on a case by case basis, with the Secretary of State having the authority to approve individual schools.

This is the first Schools white paper in six years, and covers a wide range of issues, all against the backdrop of pandemic disruption, and other crises which have hit the education sector. It is an ambitious policy paper covering not just academic issues, but also the length of the school week itself. By September 2023 all schools must offer a minimum of 32.5 hours of classroom time a week. This is the equivalent of 6.5 hours a day - or the school being open from 8:45am to 3:15pm daily. Most schools already offer this, but many (an estimated 10,000) do not, and the education secretary Nadhim Zahawi said last year he wanted to see all schools `move towards` that average.