Report: The Need for Changes to Assessment and Accountability Within a Broader Curriculum in UK Primary Schools Following the 2025 Curriculum Review

The 2025 Curriculum and Assessment Review in England represents a critical opportunity to reconsider how pupil achievement is measured and how schools are held accountable. Historically, assessment and accountability systems in UK primary education have prioritised measurable outcomes in core subjects, particularly English and mathematics. While these metrics provide important data, they have contributed to a narrowing of the curriculum and the marginalisation of subjects such as art, music, and physical education. This report examines the need for reform in assessment and accountability systems to support a broader curriculum, as implied by the 2025 review, and evaluates the potential implications for UK primary schools.

Limitations of the Current Assessment System

The existing assessment framework in primary education is heavily influenced by statutory testing, including Key Stage 1 (historically) and Key Stage 2 Standard Assessment Tests (SATs). These assessments focus primarily on literacy and numeracy, shaping both teaching priorities and school accountability measures.

The UK Government (2025) acknowledges that this approach has led to unintended consequences, including a narrowing of the curriculum. Schools often allocate disproportionate time and resources to tested subjects in order to meet performance targets, reducing opportunities for broader learning experiences.

Furthermore, high-stakes assessment can place pressure on both pupils and teachers, potentially impacting wellbeing and limiting opportunities for creative and exploratory learning. Subjects that are not formally assessed, such as art, may be deprioritised despite their educational value.

The Case for a Broader Approach to Assessment

A key rationale for reform is the need to recognise a wider range of pupil abilities and achievements. Education is not solely about academic attainment in core subjects; it also involves the development of creativity, critical thinking, collaboration, and emotional intelligence.

The Chartered College of Teaching (2022) highlights the importance of assessing a broad spectrum of skills, including those developed through arts and enrichment activities. A more holistic approach to assessment would provide a more accurate and comprehensive picture of pupil progress.

In primary schools, where learning is inherently developmental and exploratory, assessment should support rather than constrain learning. This requires a shift from purely summative measures towards more formative and qualitative approaches.

Implications of the 2025 Curriculum Review

The 2025 review proposes significant changes to assessment and accountability systems, including a reduction in overall testing and a move towards capturing a broader range of outcomes (UK Government, 2025). Although specific details are still being developed, the direction of travel is clear: assessment should align with a broader and more balanced curriculum.

One implication is that schools may be encouraged to place greater value on non-tested subjects, including art and design. If accountability measures are expanded to include a wider range of indicators, schools will have greater incentive to invest in these areas.

The review also suggests a move towards more nuanced reporting systems that reflect pupil strengths across multiple domains. This could include portfolios of work, teacher assessments, and evidence of participation in enrichment activities.

Impact on Curriculum Breadth and Balance

Reforming assessment and accountability is essential for achieving a genuinely broad curriculum. As long as school performance is judged primarily on narrow academic metrics, efforts to expand the curriculum are likely to be undermined.

The Cultural Learning Alliance (2025) argues that accountability systems must reflect the full range of educational outcomes, including creativity and cultural engagement. Without such alignment, schools may continue to prioritise tested subjects at the expense of others.

By broadening assessment criteria, policymakers can create an environment in which all subjects are valued. This would support a more balanced allocation of time and resources, enabling pupils to benefit from a richer educational experience.

Supporting Pupil Wellbeing and Motivation

Changes to assessment and accountability can also have a positive impact on pupil wellbeing. High-stakes testing has been associated with increased stress and anxiety, particularly among younger pupils.

A more holistic assessment system, which values a range of achievements, can reduce pressure and promote a more positive learning environment. According to the Artis Foundation (2024), engagement in creative activities supports wellbeing and motivation, suggesting that a broader curriculum aligned with inclusive assessment practices can enhance overall pupil experience.

In primary education, where fostering a love of learning is a key objective, reducing the emphasis on high-stakes testing may encourage greater curiosity and engagement.

Teacher Professionalism and Autonomy

Reforming assessment systems also has implications for teacher professionalism. Current accountability frameworks often rely heavily on quantitative data, which can limit teachers’ ability to exercise professional judgement.

A shift towards more formative and teacher-led assessment approaches would recognise the expertise of educators and allow for more personalised evaluation of pupil progress. The Chartered College of Teaching (2022) emphasises the importance of empowering teachers to use assessment as a tool for learning rather than simply measurement.

However, this shift would require investment in professional development to ensure consistency and reliability in assessment practices.

Challenges and Risks

Despite the clear need for reform, several challenges must be considered. One key concern is the potential for inconsistency in assessment. Without standardised measures, there may be variability in how pupil achievement is evaluated across different schools.

Ensuring reliability and fairness will require clear guidance and robust moderation processes. There is also a risk that reducing quantitative accountability measures could make it more difficult to identify underperformance or address inequalities.

Additionally, schools may face practical challenges in implementing new assessment systems, including increased workload and the need for new resources and training.

Long-Term Implications for Primary Education

If successfully implemented, changes to assessment and accountability could have a transformative impact on primary education in the UK. By aligning assessment with a broader curriculum, schools can provide a more balanced and inclusive educational experience.

In the long term, this may lead to improved pupil outcomes across a range of domains, including academic achievement, wellbeing, and social development. It may also contribute to a cultural shift in how education is valued, moving away from a narrow focus on test scores towards a more holistic understanding of success.

However, achieving these outcomes will require sustained commitment from policymakers, educators, and stakeholders. Reform must be accompanied by adequate support, including funding, training, and clear guidance.

Conclusion

The 2025 Curriculum and Assessment Review highlights the urgent need for changes to assessment and accountability systems in UK primary schools. Current frameworks, which prioritise narrow academic metrics, have contributed to a reduction in curriculum breadth and the marginalisation of important subjects such as art.

By adopting a more holistic approach to assessment, policymakers can support a broader curriculum that values creativity, wellbeing, and diverse forms of achievement. While challenges remain, the potential benefits for pupils and the education system as a whole are substantial. Reforming assessment and accountability is therefore a critical step towards creating a more balanced and inclusive primary education system.

References:

• UK Government (2025) Curriculum and Assessment Review

• Chartered College of Teaching (2022) Why the arts belong at the heart of a broad curriculum

• Artis Foundation (2024) What could the future of arts in schools look like?

• Cultural Learning Alliance (2025) The future of art and design in schools