English schools are experiencing a period of significant success, with recent Programme For International Student Assessment (Pisa) results placing the country in the top ten globally for English, maths, and science.
According to Laura Trott, these achievements are the direct result of "hard-won, evidence-led reforms and brilliant teachers." Statistics indicate that English pupils have risen in international rankings, moving from 13th to eighth in science, and from 13th to ninth in reading. In mathematics, the ranking improved from 11th to tenth.
However, concerns have been raised regarding the direction of education policy under the new administration. Trott has criticized Education Secretary Lucy Powell, suggesting her approach threatens to undermine these successes. Powell reportedly stated in her first week in the role that there had been "an over-focus on academic outcomes." This statement is viewed by critics as a move away from the principles that have driven recent improvements, principles championed by figures such as former education secretary Michael Gove and schools minister Nick Gibb.
These reforms, implemented under successive Conservative administrations, were based on the belief that all children are capable of achieving good academic results, irrespective of their background. Evidence cited includes the performance of UK students between 2000 and 2009, a period when Pisa scores declined significantly before the reforms took hold. Trott contrasted England's current performance with that of Scotland and Wales, where similar reforms were not adopted, noting that pupils in those regions have fallen to a two-decade low in maths and reading. The article highlights that disadvantaged pupils in England now perform better in reading and science than all pupils in Wales, suggesting that education policy has a tangible impact.
Further criticism of Powell's leadership was directed at a recent incident where a number of schools in Middlesbrough were allowed to close early or shut down for the day to allow attendance at the funeral of an individual involved in a road incident. This event, coupled with Powell's remark that education "should be about what you can do, and not what you can’t," is seen by critics as demonstrating a flawed understanding of educational objectives. The article argues that a primary purpose of schooling is to impart knowledge and skills that students do not already possess.
The potential consequences of lowering academic standards are anticipated to emerge over time, with the most disadvantaged students likely to be disproportionately affected. The Pisa results are interpreted by critics as evidence of what can be achieved through a focus on potential, effective teaching, and consistent adherence to high standards and evidence-based reform. The article concludes with a call for a reconsideration of the current policy direction, urging that the progress made should be preserved rather than dismantled.