As someone who’s been in education recruitment for over two decades, I’ve seen first-hand the cycles of reform, the resilience of our educators, and the challenges that persist despite good intentions. The sector doesn’t stand still – it evolves. And as we head towards the 2025/26 academic year, there’s a palpable sense that we’re on the brink of something better.
That’s not to say we’ve reached the summit. Far from it. But the groundwork being laid right now – through policy changes, and a renewed focus on diversity and inclusion – is creating real momentum.
I speak with school leaders, teachers, and trust executives almost every day; their message is clear: we are ready for a new era. And it’s one rooted in hope.
Tackling the SEND crisis
There’s been no shortage of concern around the provision for children with special educational needs and disabilities (SEND). Too many families have been forced to fight for support, while schools have been left trying to do more with less. However, the government’s roll-out of the National Standards Framework for SEND is a step in the right direction.
These new standards are designed to ensure that support doesn’t vary wildly by postcode. Combined with the introduction of a streamlined digital EHCP process, we’re beginning to see a reduction in delays and an increase in consistency. We’ve seen a growing demand for specialist SEND roles – and more importantly, a willingness from schools to invest in them. That’s progress.
Of course, implementation will be key. But for the first time in years, there’s a tangible sense that SEND pupils may finally be getting the support they deserve – not just in law, but in practice.
Curriculum and assessment
The UK education system has long been driven by high-stakes exams, but the cracks in that model are showing. The sharp increase in access arrangements, now reaching over 625,000 students, tells a broader story. It’s not just that more children need extra support; it’s that the system itself isn’t working for the majority.
We are hearing calls from across the sector to diversify assessment methods and reduce the pressure on GCSEs and A-Levels. While these exams serve a purpose, they shouldn’t be the only measure of success. Employers, universities, and increasingly, parents, are looking for broader indicators of capability – which harness skills such as adaptability and digital literacy.
If we want to recruit and retain passionate, innovative teachers, we have to give them the freedom to teach, not just test. The potential for a reformed curriculum that nurtures the whole child is huge. And that’s something we can all get behind.
Time to rethink the recruitment and retention narrative
Despite the challenges, there are positive signs in the job market – schools are adapting to new recruitment realities.
Flexible working, wellbeing initiatives, and digital onboarding are helping schools to attract a broader pool of talent. And let’s be honest, we’ve reached a point where teacher recruitment has never been further away from a tick-box exercise – which is great to see. This is a profession that requires passion, dedication, and grit. To attract and keep the best, we need to value teachers properly – financially, yes, but also culturally and professionally.
For me, the most encouraging trend is the renewed focus on the candidate experience. Schools are thinking more like employers, and by that, I mean prioritising communication, reducing time-to-hire, and offering career development. If we can keep that momentum going, the staffing crisis becomes a challenge we can solve, not just survive.
Technology as an opportunity
There’s no denying that the education sector has been playing catch-up with technology for some time. But necessity breeds innovation. Whether it’s AI-driven learning platforms, smart back-office systems, or virtual classrooms, tech is reshaping education for the better.
That being said, the same lesson still remains: if we don’t continue to modernise, we fall behind. But the key is balance. Technology should enhance, not replace, the human connections that make education so special.
Ofsted reform
Few institutions in education evoke as strong a reaction as Ofsted. For years, schools have operated under a culture of high-stakes accountability, with a single-word judgement often overshadowing years of hard work and nuanced progress. But change is in the air.
Following sustained pressure from school leaders, unions, and policy voices across the sector, Ofsted is in the midst of re-evaluating its inspection framework. While the final shape of reform is still to be confirmed, we expect a more balanced approach – one that places greater emphasis on professional dialogue and much needed support over judgement.
The possibility of removing the controversial one-word grading system is a clear signal that Ofsted is listening. For years, we’ve seen excellent schools and dedicated staff demoralised by reductive feedback. A more collaborative inspection process could empower schools to focus on continuous improvement.
Of course, inspections should still ensure standards – but they should also inspire confidence and celebrate progress. If the reforms go far enough, Ofsted could move from being a source of anxiety to a genuine partner in school improvement.
Policy with purpose
Finally, we can’t talk about education without addressing policy. This year’s Children’s Wellbeing and Schools Bill shows a welcome shift toward holistic support for students. Similarly, the government’s push to improve school readiness in early years is long overdue.
We’re seeing more joined-up thinking between education, health, and social care. That’s vital, because the problems our children face don’t exist in silos. The better our systems work together, the better outcomes we’ll see across the board. As always, policy will only be as good as its implementation. But the intent is there. And from where I stand, that gives me hope.
The road ahead isn’t without bumps. But what makes me optimistic is the people. The school leaders innovating in adversity. The teachers staying late to make a difference. The support staff holding everything together. And, not to be forgotten, those looking to enter the profession, who still believe education is the job for them.
At Reed, we’re proud to support the education community. And as we look ahead to 2025/26, I genuinely believe we’re entering a new era. One where school standards don’t just measure results but reflect the values and ambitions of a system ready to do better.
Let’s make it count.
If you are looking to hire teaching staff, get in touch with our specialist education recruiters today.
