School changes and adaptations for curriculum and assessment delivery

Main findings

• There is a spectrum of activity taking place in schools, from ‘light-touch’ activities such as information sharing, to comprehensive activities and structural reform. 
• There is evidence of a variety of workforce reorganisation but that schools did not necessarily see this as a precursor to delivering a curriculum in line with the recommendations in Successful Futures. 
• Leadership was a key motivating factor to changing or adapting.
• The delegation of responsibilities relating to curriculum change to members of the SLT or other teaching staff was seen as an enabler to change/ adapt. 
• The main barriers were around still using the existing assessment system (namely its use for accountability) and qualifications. This was especially apparent in Secondary schools. 
• There remains some uncertainty amongst teaching staff about their role in the new curriculum and this is seen as a barrier to confidently making changes.