Now that the new Government has settled in, its intention to deliver fundamental changes to the education system is clear. However, it is crucial to distinguish between change and progress. In reality, some of Labour’s proposed reforms risk harming educational standards and diminishing opportunities for working-class children.
The proposed reforms fall broadly into three categories: governance and structural changes, regulation of education professionals and pay. Each of these areas presents challenges that could undermine the progress made over the past two decades.
The new Government’s decision to take on academisation — and by extension, school choice — marks a sharp departure from the past 25 years of established and well-evidenced education policy. Academisation has become the norm for secondary schools (over 80% of secondaries are now academies) and is increasingly prevalent in primary schools. Labour’s key proposal is to move away from academy orders being the default position and instead empower local authorities to retain control.
This approach presents two major issues.
Firstly, local authorities are set to undergo substantial restructuring. School improvement is a complex task that requires expertise, resources and accountability. Many local authorities lack the funding and in-house knowledge that successful Multi-Academy Trusts (MAT) like Future Academies, Harris and Star possess. If decisions about school governance are driven by politics rather than evidence, we risk ineffective pairings that hinder school improvement.
Secondly, these governance changes are being introduced alongside significant local government reforms outlined by Angela Rayner this week. As a result, some existing local authorities may not exist in their current form within 18 months. This upheaval will make it difficult for them to invest the necessary time and staffing to support struggling schools effectively. The combination of political restructuring and educational reform could create confusion and inconsistency, leaving vulnerable schools without the support they need.
Labour’s proposed changes to teacher regulation – including a ‘new induction period with QTS for all’ and reforms to teacher pay – are perhaps the most concerning.
Requiring teachers to either hold or work towards QTS (Qualified Teacher Status) before entering the classroom is, in principle, a commendable goal. A fully qualified and skilled teaching workforce should be a priority. However, this policy is at odds with the current reality of the education sector. In many schools, unqualified teachers fill critical roles. Imposing stricter QTS requirements without addressing the recruitment and retention crisis will exacerbate staffing shortages, leaving schools struggling to fill vacancies.
Furthermore, the education sector is already suffering from ‘reform fatigue’. The Early Career Teacher (ECT) induction process was overhauled just 10 months ago. Introducing yet another reform to the induction period will create confusion and add unnecessary pressure on trainee teachers and training providers. These changes are unlikely to improve teaching quality and may instead drive more potential teachers away from the profession.
Labour’s commitment to enforcing national pay scales threatens the autonomy of academy trusts that use innovative methods to attract and retain high-quality staff.
For example, the Harris Federation, one of the largest and most successful MATs, currently pays above the national pay scales and offers a ‘Harris Allowance’ of £1,500-£2,000 for London-based teachers. This financial flexibility allows them to reward teachers for their hard work and strong results. Similarly, United Learning Trust has recognised that low starting salaries and high pension contributions are driving early-career teachers out of the profession. Their solution was to introduce flexible pension contributions alongside higher starting salaries.
These reforms risk undermining not just large MATs but also smaller ones like Astrea and Dixons, which have developed bespoke remuneration packages to meet their workforce’s needs and work to recruit and retain high-quality staff. If Labour enforce a one-size-fits-all pay structure, schools that currently reward innovation and excellence will lose the flexibility to compete for top talent.
Labour’s ideologically-driven reforms risk lowering educational standards and destabilising the teaching workforce at a time when workforce morale, teacher retention and other factors are at crisis point. While change is sometimes necessary for progress, these policies could ultimately hinder the quality, sustainability and diversity of our education system. True progress requires reforms based on evidence, collaboration and the specific needs of schools and students – not politics.
If Labour genuinely want to improve education, they must engage with school leaders, teachers and parents to understand the complex realities of the sector, and address issues that really matter: like school funding, student behaviour and outcomes for disadvantaged young people. Only through informed, pragmatic policies can we ensure that every child, regardless of background, receives the high-quality and knowledge rich education they deserve.
Click here to subscribe to our daily briefing – the best pieces from CapX and across the web.
CapX depends on the generosity of its readers. If you value what we do, please consider making a donation.
