Report: The Potential Impact of the 2025 Curriculum Review Art Education in UK Schools

The 2025 UK Government Curriculum and Assessment Review represents one of the most significant proposed reforms to education in England in over a decade. Designed to create a more balanced, inclusive, and future-focused education system, the review has substantial implications for art education in UK primary schools. This report evaluates the anticipated changes, examining how policy shifts may reshape the status, delivery, and accessibility of art education by the time the new curriculum is implemented in 2028.

Increased Status of Art Within a Broader Curriculum

One of the most notable changes is the explicit move towards a broader and more balanced curriculum. The review emphasises that education should not be dominated solely by core academic subjects but should include arts, sport, and vocational learning (UK Government, 2025a). This represents a departure from previous policy frameworks that prioritised English and mathematics at the expense of creative subjects.

The proposed removal of the English Baccalaureate (EBacc) is particularly significant. The EBacc has historically incentivised schools to focus on a narrow set of academic subjects, often marginalising the arts. Its removal is expected to “reward breadth” and give arts subjects equal status within performance measures (Campaign for the Arts, 2025; Culture Commons, 2025). As a result, primary schools may feel less pressure to deprioritise art in favour of tested subjects.

For art education, this could lead to increased curriculum time, greater institutional support, and improved recognition of its educational value. In primary settings, where curriculum flexibility already exists, schools may be more willing to integrate art as a core component of learning rather than an optional enrichment activity.

Introduction of an Enrichment Entitlement

A central feature of the reform is the introduction of a “core enrichment entitlement,” which ensures that all pupils have access to arts and cultural experiences both within and beyond the classroom (Cultural Learning Alliance, 2025). This policy aims to address long-standing inequalities in access to arts education.

The enrichment entitlement is expected to include activities such as museum visits, workshops with artists, and participation in performances. Importantly, it extends beyond the formal curriculum, recognising that meaningful arts education often occurs through experiential learning. The inclusion of arts and culture as a core enrichment area reflects a policy shift towards valuing holistic development, including wellbeing, creativity, and cultural literacy (Paul Hamlyn Foundation, 2025).

For primary schools, this could significantly enhance the quality and diversity of art education. Pupils may benefit from richer, more varied experiences that go beyond classroom-based activities, fostering deeper engagement and inspiration.

Greater Emphasis on Inclusivity and Representation

The review highlights the need for a curriculum that reflects “the issues and diversities of our society” (UK Government, 2025a). In the context of art education, this is likely to result in a more inclusive curriculum that incorporates a wider range of artists, cultures, and perspectives.

Organisations such as National Society for Education in Art and Design are already contributing to the development of a new art and design curriculum that reflects contemporary society and diverse cultural contributions (NSEAD, 2026). This shift may help to make art education more relevant and engaging for pupils from different backgrounds.

In primary schools, where foundational attitudes towards identity and culture are formed, a more inclusive art curriculum could play a crucial role in promoting diversity, empathy, and social awareness.

Changes to Assessment and Accountability

The review proposes significant reforms to assessment, including a reduction in overall exam time and a move towards capturing a broader range of pupil strengths (UK Government, 2025b). Although primary schools are less affected by GCSE reforms, these changes signal a broader shift away from high-stakes testing.

For art education, this could be transformative. Traditional assessment frameworks often struggle to capture creative skills, leading to the marginalisation of subjects like art. A more holistic assessment approach may allow schools to value artistic achievement more fully.

However, the review also recommends clearer expectations around assessment in art and design, particularly regarding the range and volume of work produced (Cultural Learning Alliance, 2026). While this may improve consistency, it could also introduce new challenges for teachers in balancing creativity with standardisation.

Curriculum Modernisation and Relevance

The new curriculum is intended to reflect contemporary issues such as digital technology, climate change, and media literacy (2Simple, 2025). This has important implications for art education, which may increasingly incorporate digital art, design thinking, and interdisciplinary approaches.

Art education in primary schools may evolve to include new media, such as digital drawing, animation, and multimedia projects. This aligns with the broader aim of preparing pupils for a rapidly changing world and the demands of the creative industries.

Additionally, the emphasis on oracy and communication skills may intersect with art education, as creative activities often involve discussion, presentation, and collaboration. This integration could strengthen the role of art in supporting wider educational outcomes.

Potential Challenges and Limitations

Despite the positive intentions of the review, several challenges may affect its impact on art education. One key issue is implementation. While policy changes signal increased support for the arts, their success will depend on adequate funding, teacher training, and resource allocation.

Teacher expertise remains a concern, particularly in primary schools where generalist teachers may lack confidence in delivering art education. Without targeted professional development, the quality of provision may remain inconsistent.

Furthermore, the continued emphasis on core subjects such as reading, writing, and mathematics may still limit the time available for art. The review reinforces the importance of these foundational skills, which could maintain pressure on schools to prioritise them (2Simple, 2025).

There are also concerns about equity. While the enrichment entitlement aims to provide universal access, differences in school funding and local partnerships may result in uneven implementation. Ensuring that all pupils benefit equally will be a critical challenge.

Long-Term Implications for Primary Art Education

If effectively implemented, the 2025 curriculum review has the potential to significantly enhance art education in UK primary schools. The increased status of the arts, combined with a broader curriculum and enrichment opportunities, could lead to a more balanced and holistic educational experience.

In the long term, these changes may contribute to a cultural shift in how art is perceived within education. Rather than being viewed as a supplementary subject, art may be recognised as a core component of learning that supports creativity, wellbeing, and academic development.

However, the extent of this transformation will depend on sustained commitment from policymakers, educators, and stakeholders. Without adequate support, there is a risk that the proposed changes will not fully translate into practice.

Conclusion

The 2025 Curriculum and Assessment Review represents a significant opportunity to reshape art education in UK primary schools. Key changes—including the removal of the EBacc, the introduction of an enrichment entitlement, increased inclusivity, and reforms to assessment—suggest a move towards a more balanced and creative curriculum.

While these developments have the potential to enhance the quality and accessibility of art education, challenges related to implementation, funding, and teacher expertise remain. Ultimately, the success of the reforms will depend on how effectively they are translated into practice at the school level. If successful, they could mark a turning point in restoring the central role of the arts in primary education.

References:

• UK Government (2025a) *Curriculum and Assessment Review

• UK Government (2025b) Curriculum and Assessment Review Final Report

• Cultural Learning Alliance (2025) Government response to curriculum review

• Cultural Learning Alliance (2026) Latest news on arts education

• National Society for Education in Art and Design (2026) Shaping the new art and design curriculum

• 2Simple (2025) Curriculum Review: A Teacher’s Guide

• Campaign for the Arts (2025) Curriculum change in England

• Culture Commons (2025) The arts will go back into the national curriculum

• Paul Hamlyn Foundation (2025) Curriculum and Assessment Review reflections