Educators, school leaders, students, parents, and policymakers can take pride in the performance of schools in England, which have defied a disappointing trend seen globally. According to the Programme for International Student Assessment (PISA), 15-year-olds in England have demonstrated solid results in reading, mathematics, and science, standing out among 90 other countries. While Scotland, Wales, and Northern Ireland did not achieve the same level of success in reading and math, all four regions of the UK performed well in science.
The concerns regarding a decline in children’s reading habits can be somewhat alleviated by England’s latest results, which indicate no deterioration in reading skills since 2022, the last year for which the Organisation for Economic Cooperation and Development (OECD) released data. The increased emphasis on science, technology, engineering, and mathematics (STEM) education at both primary and secondary levels appears to have yielded positive outcomes.
While PISA scores provide valuable insights, they do not encompass all aspects of educational performance, and a favorable set of results does not imply that the educational system is free of issues. The prioritization of STEM subjects has, unfortunately, come at the cost of arts education, which has been unjustly excluded from the English Baccalaureate (Ebacc) suite of favored GCSE subjects under Conservative policies. The Labour Party plans to abolish this framework following recommendations from Professor Becky Francis’s review, which also highlighted the negative impact of mandatory retakes in mathematics and English GCSEs. Education Secretary Lucy Powell has prioritized the development of modular alternatives and enhanced vocational qualifications, with suggestions for new GCSE formats.
Reforming special educational needs (SEN) policies and the associated legislation is likely to dominate the attention of education officials. Recent reports from the Guardian indicate a significant rise in applications for education, health, and care plans, which require local authorities to provide specified support for students. Additionally, the government must address concerning regional disparities in educational outcomes. However, while issues such as attainment gaps and the high number of students struggling in school are pressing, they should not overshadow the considerable achievements of many schools in meeting the challenges posed by a rigorous curriculum.
The stagnation and decline of educational performance in other countries should not merely serve as a backdrop for England’s achievements. Andreas Schleicher, the OECD’s director for education, has pointed out the challenges schools face in adapting to technological advancements and questioned whether excessive smartphone use is conducive to sustained academic focus. This concern resonates with those who argue that an overdependence on screens in educational settings is detrimental to learning. Although some experts propose more nuanced interpretations of the data, it is evident that a cautious approach is warranted when evaluating the impact of technology on education and children’s overall lives.
It would be overly simplistic to attribute poor international results solely to smartphone usage, especially since English teens are also frequent users. Nevertheless, Professor Francis accurately points out that England’s results indicate “important things our education system is getting right.” Her review aimed to minimize disruptions, considering the effects on teacher workload and morale. It is crucial that further reforms are not hastily implemented, even by a newly appointed education secretary eager to make an impact. Schools in England deserve recognition for their accomplishments.
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