CONTRIBUTORS
What the Schools White Paper could mean in practice for school leaders and pupils
EMMA SANDERSON, Managing Director of Momenta Connect, part of Outcomes First Group, a leading provider of world-class education, explores what proposed SEND reforms could mean for missed education and future success.
Proposed changes outlined in the Schools White Paper are not just about policy reform; they have the potential to reshape everyday decision-making in schools and significantly affect the experiences of children and young people with special educational needs and disabilities (SEND). For school leaders, these reforms could alter how support is planned, delivered, monitored, and communicated to families. One of the most significant implications for headteachers is the likelihood of increased responsibility at school level. If fewer children are supported through Education, Health and Care Plans (EHCPs), schools may be expected to meet a wider range of needs without statutory backing. Leaders will need to define what effective “ordinary provision” looks like, decide how support is prioritised, and ensure limited resources are allocated fairly. At a time when many schools are already facing funding and staffing pressures, this could place additional strain on senior leadership teams. For pupils with SEND, this shift brings both opportunity and risk. On the positive side, clearer national expectations and a stronger focus on early intervention could enable schools to put support in place more quickly, without families having to navigate lengthy assessment processes. Timely support may help prevent needs from escalating and reduce the amount of learning lost. However, there is also concern that children with less visible or emerging needs may struggle to access consistent support if legal protections are reduced or applied more narrowly.
Accountability is also likely to increase. National standards may provide greater clarity around expectations, but they could also result in closer scrutiny of schools’ SEND provision. Leaders may need to demonstrate more clearly how support is planned, reviewed, and evaluated. This could require improved systems for tracking provision and impact, alongside clearer reporting to governors, local authorities, and parents.
Relationships with families will be another critical factor. Changes to SEND systems can cause anxiety, particularly where parents feel their child’s entitlement to support may be affected. Headteachers may need to spend more time explaining decisions, listening to concerns, and building trust. Where disagreements arise, leaders could face more challenging conversations if families believe their child’s needs are not being fully recognised or met. The quality of the school environment itself will become increasingly important. A system that relies more heavily on school- led support means pupils’ experiences will depend on how inclusive their school is in practice. This places greater emphasis on classroom teaching, staff confidence, and school culture. Leaders may need to invest in training so that all staff feel equipped to understand SEND and adapt teaching approaches effectively.
Funding decisions will remain central. Even without significant increases in funding, schools may be expected to use SEND budgets more transparently and strategically. Difficult choices around staffing, interventions, and specialist input could directly affect pupils’ sense of stability, safety, and belonging.
Ultimately, the Schools White Paper could lead to greater autonomy for schools, increased responsibility for leaders, and varied experiences for pupils with SEND. If implemented well, it has the potential to improve early support and inclusion. If not, it risks increasing pressure on schools and uncertainty for families. Strong leadership, clear communication, and a relentless focus on children’s needs will be essential to ensure positive outcomes for all.
16
www.education-today.co.uk
Don’t cram for exams – the brain can’t process it Education Today hears from Bauhaus Education
“Cramming doesn’t work because information simply doesn’t make it to long-term memory.” That is the advice from Tutu Alaka, CEO of Bauhaus Education, who recently hosted a packed-out family workshop helping Northamptonshire parents navigate their children’s mock exam results.
The two-hour event brought together parents and carers from across Northamptonshire to explore what really works for GCSE and A-level revision, drawing on evidence from cognitive science rather than myths about marathon study sessions. Tutu explained that the brain needs time to consolidate learning, and that this consolidation happens during sleep and genuine downtime, not in last-minute, late-night cramming. “Connections in the brain strengthen with spaced practice, not all-night revision marathons,” Tutu told families. “Reviewing material at increasing intervals – for example on Day 1, Day 3, Day 7 and Day 14 – is far more effective than simply re-reading the same notes every day.” Parents were also encouraged to support students to mix different topics within a single revision session, rather than blocking by subject; this ‘interleaving’ makes revision feel more challenging in the moment but helps the brain distinguish between concepts and leads to deeper learning. The workshop drew a clear line between strategies that feel productive and those that actually improve grades. Research-backed techniques such as active recall (testing yourself instead of re-reading), spaced repetition, and regular practice with past papers under exam conditions were highlighted as the core tools students should rely on in the run-up to summer exams.
“One hour of focused active recall beats three hours of passive reading,” Tutu emphasised.
Families were reassured that mock grades are snapshots, not destiny. A large proportion of students improve by 1 to 2 grades between mocks and summer exams, and some improve by three grades or more – especially when revision becomes more focused, exam technique improves and confidence grows.
“Mock exams are powerful retrieval practice when used correctly,” Tutu said. “The students who make the biggest gains are not always the ones who aced their mocks, but the ones who used their results to target specific gaps and change how they study.”
Alongside the science of learning, the session covered advice for parents including how to talk about mock results without adding pressure, how to spot the difference between normal exam nerves and more serious mental-health concerns, and how small changes at home – from phone-free revision blocks to consistent sleep routines – can make a significant difference.
Parents also had the opportunity to ask questions in a live Q&A and speak one-to-one with Bauhaus tutors about their child’s situation. “The response has been incredible,” said Tutu. “Parents left with concrete strategies they can actually use, and many have already told us they’re feeling more confident about how their children approach revision. “This event was all about giving families practical, evidence-based tools so that revision feels focused and manageable, not frantic and overwhelming. Stress is normal, suffering is not. With the right strategies and support, young people can move up by one, two or even three grades between mocks and final exams.”
Bauhaus Education will hold more free Family Sessions later this year to continue supporting Northamptonshire families through exam season.
March 2026
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44
