The forthcoming white paper on schools aims to “set early standards for behaviour”, according to the education secretary.
Bridget Phillipson addressed the Confederation of School Trusts annual conference today, expressing concern about the significant amount of time wasted due to poor behaviour.
She remarked that while some children thrive in the current school system, there are still “too many who feel lost, disconnected from their success and disengaged from school.”
Now that boy’s spending night after night alone in his bedroom. Vulnerable to darker influences online, whispering harmful thoughts.
Phillipson highlighted the plight of students who feel overlooked, like “the boy who hovers along the corridors, when he shows up for school at all.”
“And now that boy’s spending night after night alone in his bedroom. Vulnerable to the darker forces that seek him out online, and whisper poison in his ear.”
“This turns him away from the just and equitable society we aspire to create, through harmful content—video by video, reel by reel, meme by meme. This is how the foundation of our communities begins to fray.”
Following her speech, Phillipson commented to reporters that there is a noticeable increase in young people encountering extremist material online and expressed concern about the connection between excessive online time and school disengagement.
She emphasized that schools serve as a critical safety net against such content, equipping children with “the skills necessary to question what they encounter online.”
‘Wasted time due to behaviour issues’
In her speech, Phillipson noted that student attendance and behaviour act as key indicators of engagement. She added that the educational landscape has “turned a corner in our endeavor to bring children back to classrooms, with students logging an additional 5 million days in school last year.
“Yet, there remains more work to be done. Behaviour is another critical aspect of engagement. An astounding seven minutes out of every thirty in class is lost due to poor behaviour, and that’s precious time children can’t spare. Furthermore, suspensions have tripled,” she stated.
“We have to change this trajectory. Our white paper will emphasize setting clear expectations around behaviour from the outset.”
When asked by Schools Week for more information, Phillipson mentioned that she has “heard the sector’s call for increased action on this front.”
“However, achieving this requires collaboration among the government, schools, and parents. Our white paper will detail our approach to ensure schools engage effectively with families while establishing expectations regarding parental responsibilities in supporting their child’s education.”
The complete address
Good morning, everyone.
It’s wonderful to be here with you again, almost a year later.
Standing on this same stage, I reflect on the incredible achievements we’ve accomplished together during this time.
From school-based nurseries and free breakfast programs to record attendance improvements and free school meals.
We’ve recruited more teachers and continue to welcome more into the system.
The introduction of school report cards and RISE teams has already made a significant difference, impacting young lives positively.
Let me extend my gratitude to all of you.
Thank you, Leora, and the entire CST team for organizing today’s gathering and for your partnership over the past year.
A heartfelt thank you to all leaders present here today.
Your hard work, expertise, and dedication to the children in your schools and trusts are truly appreciated.
When at your best, there is no stronger force for good in our nation. The strong support I received during my own upbringing through fantastic teachers propelled me to where I am today. I have witnessed this supportive force countless times in my role as Secretary of State.
In classrooms throughout the country. Your classrooms are now stronger than they ever were.
‘Not all students are thriving’
Last year, I shared with you my commitment to harness this strength and spread the excellence I observe in our schools.
This is my vision: to ensure that every child is achieving and thriving.
While this is true in some schools for some children, it remains untrue in many schools and for far too many students.
For too long, the previous government’s focus on the successes of a select group of students has overshadowed the underachievements of many.
The success of our education system can no longer only be assessed by these narrow measures.
Our communities’ well-being—and that of our society at large—demands a broader perspective.
Colleagues, let me elucidate the changes we must implement, the courses of action needed, all guided by the schools white paper.
Our focus must begin with children who remain unreachable.
Children with special educational needs and disabilities.
Working-class white children.
Students who are capable yet confined to complacency, potentially achieving much more.
‘From forgotten to included’
The initial step involves transitioning these children from being neglected to feeling included in the school community.
The next step is the “how”—our education must evolve from narrow to broad.
Ambitious in vision. Inclusive in composition. Valuable in the benefits schools contribute to our towns and cities.
Schools should be civic institutions, recognized as anchors within our communities; achieving and thriving should be seen as complementary, not as opposites.
The final objective leads to cultivating true engagement.
Active parental involvement in school life, with children attending regularly, exhibiting positive behaviour, and believing in their place within the school and their capacity for success.
That is what the White Paper aims to shepherd us toward: empowering children—from forgotten to included.
Transforming their learning environment—from narrow to broad.
Aiming for greater engagement—from withdrawn to actively participating.
This restoration of opportunity throughout the nation is my moral calling. We envision a school system that values a diverse educational experience just as much as rigorous academic success.
‘A system that fosters collaboration’
A system that values partnership equally with excellence.
That builds up communities while developing individuals. That offers challenges just as much as it rewards success.
Where students don’t just leave with countless opportunities ahead of them but also with impactful experiences that will be cherished throughout their lives.
And a generation of young people—engineers, artists, doctors of tomorrow.
The future parents, caregivers, and educators. Each of whom will be defined not solely by their academic achievements but by their broader life experiences. Individuals, not just students. This is the proud outcome of our educational framework.
Colleagues, I have witnessed this potential because of your dedication and knowledge. I know it’s possible.
Our education system serves many children well; however, we recognize the necessity for reform as it does not cater to every student.
It falls short for the vast majority of children with special educational needs and disabilities who do not secure strong passes in their English and maths GCSEs.
It also fails for bright students whose abilities remain untapped, and for those still entrenched in the disadvantage gap.
Moreover, it inadequately supports the overwhelming number of free school meal recipients among white children who do not achieve strong scores in their English and maths GCSEs.
‘Progress isn’t happening fast enough’
Recent data has just been released, revealing that progress is stagnant.
This is not the limit of what these children can achieve.
Yet too many remain lost. Separated from successful outcomes.
Disengaged from their educational environment.
So I pose this question to you:
How many young people in England today genuinely feel they belong to something?
Something that cares for them, that they can contribute to, that they feel a part of.
Something that they look forward to returning to daily, with excitement.
I fear that not enough young people harbor this sentiment toward school.
Instead of aspiring to their highest potential, far too many suspect that school is not meant for them.
They feel forgotten. You know the student I’m referring to—“the boy who drifts through your hallways, if he even attends school at all.”
You’ll easily recognize that slumped expression of hopelessness. He perceives the pathways to a fruitful life narrowing each day.
He questions whether his school can open doors, believing it to be impossible, just as it was for his parents.
‘Growing up in the shadows of education’
For generations, children have grown up in the shadows of quality education.
Now, this boy spends night after night isolated in his room. Open to the dark forces lurking online, feeding him harmful ideas.
He is diverted from the just society we aim to foster, video by video, reel by reel, meme by meme.
Colleagues, this is how the integrity of our communities begins to unravel.
Piece by piece, as we offer excuses rather than opportunities.
He does not feel supported; he feels betrayed. He shifts from aspiration to anger.
So ask me what I stand for as Secretary of State, and I will tell you—it’s not a matter of “what,” but of “who.”
I stand for that boy, for his siblings, his cousins, his community.
I advocate for every child with unaddressed special educational needs. I support every child obstructed by their background.
The decisions I make—are for them. The actions I take—are for them. Everything I do—is for them.
Because another possibility exists—for them, for our communities, for our country.
Let’s broaden our perspectives. Schools are here to impart knowledge in subjects like maths, English, music, geography, and media literacy.
But they should offer more than just that. At our best institutions, the educational journey has never been solely academic.
‘Leading schools prepare students for more than work’
Leading schools equip students for life, not just future employment. They nurture not just achievement but also holistic thriving.
These schools recognize their role in molding not merely the workforce of tomorrow but also the responsible citizens of tomorrow.
These goals complement one another. Extracurricular activities like sports teams, debate clubs, and field trips to museums and theaters are essential.
They don’t detract from academic success; they enhance it. Yet they have often been deemed optional luxuries.
Now, they must be woven into the educational framework for every child.
Our children’s educational experiences must be expansive. Inclusive of every individual in the classroom.
Supporting every student in achieving and thriving. This must apply to children with special educational needs and disabilities as well.
‘Outcomes for children with SEND have stagnated’
We recognize that outcomes for children with SEND have not progressed. They are more likely to face suspension.
Leaving school often leads them to be more prone to being out of employment, education, or training. This is unacceptable and a blemish on our society.
We must rectify this—once and for all. I have listened to parents, children, educators, leaders, and specialists.
It’s clear that we need to continue to listen and reach a consensus regarding the future of our comprehensive system that serves children with SEND.
Where every child’s needs are recognized from early on. Where support is rather the norm than a struggle requiring parents to fight tooth and nail.
However, I acknowledge that parents who have fought hard for their child’s support may feel apprehensive about forthcoming changes.
Therefore, I assure them: We shall partner with parents to ensure that these changes are enacted effectively.
I know you’re eager to learn more, and soon we’ll unveil our plans.
‘We can’t delay improvements for children with SEND’
That said, we can still implement enhancements for children as we progress.
We have—are—and will.
For instance, we’ve allocated £740 million to create 10,000 new spaces for children with SEND in both mainstream and specialized schools.
We’re supporting parents through our best start family hubs and enhancing SEND training for initial teacher education and career pathways.
We must correct this not only for the sake of children with SEND but for all students. To showcase a model of an inclusive society.
Every child should achieve and thrive—that’s the challenge I present to you as leaders in your institutions.
Because improvements in classrooms from Cornwall to schools in Sheffield cannot be dictated solely from Whitehall.
Setting standards and holding you to account is part of my job and the government’s obligation, but it is equally vital to support and celebrate the best practices emerging from your schools and trusts.
That’s why we’re leveraging our RISE program to disseminate excellence.
‘Collaborative strategies with the best educators’
For schools needing additional support, we will connect them with excellent institutions, choosing strategies from the top performers.
One exceptional model for serving disadvantaged children is Tanfield School in the northeast.
I previously mentioned Tanfield in a speech earlier this year, highlighting their remarkable work in breaking the correlation between background and achievement.
Now, through RISE, we’re disseminating that excellence. They have aligned with Duke’s Secondary School in Northumberland.
Duke’s serves comparable communities and shares a similar growth trajectory as Tanfield. They operate within a trust, encompassing other primary schools but lacking secondary connections.
After partnering with Tanfield, they can access new ideas and expertise.
Subject leaders at Duke’s are able to exchange curriculum plans and resources with Tanfield staff and vice versa.
This collaboration fosters a network of innovative concepts that can be infused into the classroom, elevating standards and improving pupil outcomes.
I am determined to unleash that relentless quest for betterment in our schools, while also ensuring our efforts are targeted wisely and efficiently.
‘Ensuring excellence through transparency’
The revamped Ofsted framework will illuminate excellence while identifying areas in need of change.
Together, we will end ineffective practices and amplify what truly works.
This hall today exemplifies the best instances of enhancing standards through collaboration.
That is why collaboration will be central to our initiatives. Empowering high-quality trusts to advocate for underserved students.
To provide an education rich with opportunities, grounded in strong relationships. Based on sound evidence, energized by a sense of purpose and belonging.
A curriculum that is ambitious for every student.
That is why I engaged Professor Becky Francis to review the National Curriculum—to ensure it is positioned for the future.
I believe her recommendations will chart a course for a curriculum that is both rich and extensive.
‘Transforming children from forgotten to included’
This is essential for every child to achieve and thrive.
This is how we transition them from feeling forgotten to becoming included.
How we will broaden their educational experience from being limited to being expansive.
And ensure they’re no longer disconnected but actively engaged.
How we guide them toward learning, success, and improved attainment.
To those suggesting it’s not feasible for some children, I counter: it’s utterly false.
It is achievable. It is already occurring.
For instance, Five Acres School in the Forest of Dean serves a student body where a quarter to one-third come from disadvantaged white backgrounds annually.
Yet, the progress these students achieve at Five Acres is commendable. Simon, the headteacher, understands the community’s needs.
Having been a student there himself, he’s returned alongside his team within the Greenshaw Learning Trust to uplift the same children.
‘A relentless commitment to engagement’
Students like Jack arrived at Five Acres at 11 years old, unsure if this was the right fit for him.
However, a blend of academic challenges and deep engagement transformed his experience. Jack thrived academically and grew to become Head Boy.
He excelled in his examinations and ventured into running his own successful enterprise. Jack is an embodiment of how education can change lives for children like him.
This school maintains an unwavering commitment to engaging students in their learning and parents as well.
They host ‘school in action’ tours, inviting parents to participate during the school day.
Come see what your child is involved in, they encourage parents.
See the potential we can unlock for them.
And yes, there will be a bacon butty and coffee available if that tempts you too.
‘We’ve made progress on attendance’
Every school must focus on moving from withdrawal to engagement. The indicators are clear.
Attendance is one crucial marker. Together, and thanks to your dedication, we’ve made tangible progress in our pursuit of getting students back into classrooms.
Last year alone, students spent 5 million more days in school.
Yet, the journey is far from over, particularly regarding behaviour, another vital component of engagement.
A staggering amount of instructional time is lost to poor behaviour—seven minutes for every thirty in class.
This is time that our children cannot afford to disregard. Moreover, suspensions have increased threefold.
We must address this without delay. Through the white paper, we will stress the importance of setting early behaviour expectations.
Children should be calm and focused, moving from withdrawal to engagement. One specific barrier concerns me immensely, as it impedes students’ ability to engage fully.
Before a child can benefit from all their school offers, they must first be able to read.
If they cannot, a feeling of inadequacy ensues. Engagement dwindles, and attendance wanes. You know the cyclic progression.
‘Reading unlocks numerous opportunities’
Reading is foundational. It is the bedrock of many other skills and opportunities. For me, reading was the most precious gift my grandfather ever gave me. He recognized its potential to shape my journey, not just in academics but throughout my life.
Thus, he ensured I was never without something to read. Every child deserves that invaluable gift.
Accessible books that link them to the wonders of the world, both within and beyond the classroom.
Reading serves as a passport to active citizenship.
Consequently, I find it deeply troubling that approximately one in four children exit primary school unable to read proficiently.
For disadvantaged children, the stats are worse—one in three. Sadly, most of these students do not successfully achieve their required English GCSE five years later.
A gap emerges during that critical transition from year 6 to year 11.
A gap where stagnation can occur. A gap we must now bridge with support, academic challenge, and a comprehensive assessment of progress and engagement.
So, we aim to introduce a mandatory assessment in year 8 to evaluate reading fluency and comprehension.
We will track progress at this crucial juncture when far too many children either plateau or slip further behind.
Not to scrutinize teachers but to empower them with vital data that ensures no child in need of extra help slips through the cracks.
‘Establishing strong foundations early on’
It is well-established that foundational skills must be laid early.
This is why we will introduce a new ambitious goal of having 90% of children meet the expected phonics standard by the conclusion of year 1.
This initiative will occur alongside our National Year of Reading, launching in just a few months, in collaboration with the National Literacy Trust.
And with our commitment to having a library in every primary school, as announced by the Chancellor at our conference.
We are placing reading at the forefront of the changes we aim to implement.
And colleagues, let’s never forget that progress remains attainable.
Take Maisy, for example. She started at Five Acres unable to read.
Until that point, everything about her learning journey proved disproportionately challenging.
However, with an intensive phonics program and incredibly dedicated teachers, she turned her situation around.
She concluded her studies achieving her English and Maths qualifications and has since pursued further studies.
These success stories fuel my resolve during challenging times.
The push for improvement.
From forgotten to included.
From narrow to broad.
From disengaged to engaged.
‘Uplifting education to a position of respect’
Paving the way for every child to develop strong educational foundations in reading and maths.
Every child attending regularly, calm and ready to learn, in contrast to a past marred by absenteeism.
Making opportunities in enrichment activities accessible, not just privileges for a fortunate few.
Every student must relish the benefits of sports, arts, culture, nature, and adventure.
Every child actively engaged. Every child achieving their full potential.
Schools, once again, have a revered role in our society.
Anchors of our communities. And don’t underestimate the weight of this responsibility, because Leora, your stance on this being a pivotal moment is indeed accurate.
The Prime Minister remarked on the notion of choosing between hope and grievance, renewal or decline.
This venture for our nation’s soul transcends politics. It directly affects every one of us assembled here today.
We are setting each young individual on a nurturing path for their future.
‘They must find opportunities to embrace hope’
For them to choose hope, they must first encounter opportunities—opportunities accessible to all.
This is our mission. This is our obligation. The path toward national rejuvenation passes through your schools.
That excellence we discussed earlier—the potential for good.
It is our duty to advocate for it, to dispel the misguided belief that education cannot reach every student.
Together, we shall continue our journey of improvement as educators.
To engage the next generation of this nation and spearhead its restoration.
Colleagues, it is time to direct our gaze toward the future. To usher our educational framework into the forthcoming decade.
In service of the generation of children destined to lead our country into the 22nd century.
Because those of you who’ve dedicated years to teaching understand.
When you encounter former students out in the world.
You recognize that the young boys and girls in your classrooms today will become the inventors, artists, creators, engineers, scientists, partners, and parents of the future.
Therefore, our responsibility extends beyond preparing them for careers.
We are also shaping engaged, thoughtful citizens who our society will need in the coming century.
The Jacks and the Maisies of the future.
This is not just our duty; it is our collective responsibility that transcends those in this room.
We must unite—parents, schools, government, and communities—as one.
The challenges we confront require nothing less than the creation of our shared destiny.
The white paper shall serve as our compass, but it is up to each of us to rise to the challenge.
Thank you.
