Haberdashers call for curriculum reform to better equip pupils for modern life and work, prioritising soft skills, diversity, and a values-driven approach.
The Haberdashers’ response to the Curriculum and Assessment Review highlights a clear need for reform to better align education with the evolving demands of the workforce. None of our members believe that hard skills should outweigh soft skills; 62% of respondents emphasise the importance of both, while 38% stress that soft skills—such as communication, teamwork, and resilience—are the most critical. Among these, communication is widely recognised as the top priority for preparing young people for the future.
The survey also reveals a significant gap between education and real-world readiness, with members rating current school preparedness for employment at just 2.96/5. Furthermore, 50% of staff feel that current assessments fail to adequately measure pupils’ knowledge, skills, and understanding, with recommendations including reintroducing coursework, collaborative projects, and practical assessments.
Key Recommendations:
1. Broaden Curriculum and Pathways:
- Expand creative and vocational options to ensure equitable opportunities and foster innovation.
- Recognise the value of vocational qualifications and remove the stigma surrounding non-academic pathways.
2. Modernise Assessments:
- Shift from high-stakes, exam-only models to a varied “assessment diet” including coursework, group projects, and digital formats.
- Reintroduce oracy assessments in English and practical evaluations in science to align with real-world demands.
3. Technology Integration:
- Move to digital exams and integrate AI tools to personalise learning. Ensure equitable access to technology to prevent the widening digital divide.
4. Cross-Sector Collaboration:
- Highlight the success of the Haberdashers’ Advantage programme, which bridges state and independent schools, and advocate for national policies promoting shared best practices across the education sector.
5. Support for Teachers and Long-Term Reform:
- Advocate for a phased approach to reform, ensuring that changes are sustainable and manageable for educators. A ten-year cross-party strategy is needed to ensure stability in education policy.
Key Statistics:
- 62% of members emphasise that both hard and soft skills are needed for workforce readiness.
- 38% of members believe soft skills are the most critical competencies for young people.
- 59% of staff do not feel the secondary curriculum adequately prepares pupils for life, work, or study.
- 55% of staff believe the curriculum lacks inclusivity and diverse perspectives.
- 45% of staff support more coursework-based assessments.
- 66% of staff are concerned about the narrowing impact of high-stakes assessments on students' development.
Quotes:
- “We need a curriculum which encourages skills for life, the most important of which are communication, collaboration and creativity. We need to end archaic academic snobbery.” — Middle Manager, HES
- “Some increase in coursework spread across the year may improve independent learning and critical thinking, skills which need more focus in the long term. Alternatively, coursework style work at an earlier key stage would better lay the foundations.” — Senior Leader, HM
- “Education reform must be a journey, not a race. We need to take the time to get it right for our pupils, our teachers, and our society.” — HATS Senior Leader
- “The real world is cross-functional and interactive, yet the curriculum remains siloed by subject.” — Haberdashers’ Member
- “The narrative that arts and humanities are less valuable is short-sighted given their vital role in creativity and innovation.” — Middle Manager, HWMAT
Background:
This response from the Haberdashers’ Company reflects insights from its diverse network of schools, including the Haberdashers’ Academies Trust South (HATS), Haberdashers’ West Midlands Academies Trust (HWMAT), Haberdashers’ Monmouth School (HM), and Haberdashers’ Elstree Schools (HES). Haberdashers’ schools operate across a wide variety of contexts, including MATs in areas of high relative deprivation and independent schools.
We define curriculum as “the totality of our children and young people’s Haberdashers’ Experience,” encompassing everything that happens to students at school. This vision seeks to ensure that the experience is rigorous, fun, and academic, reflecting our belief in “ambition for all.”
It also incorporates input from Company members, who are business leaders, professionals, and governors linked by the shared Company purpose of:
“Empowering young people from every background to achieve their potential through our schools and communities.”
The submission is grounded in evidence gathered from trust and school senior leaders, school staff surveys, and contributions from Company members.
Note for Editors:
For further interviews, statistics, or detailed insights, please contact:
Arabella Gonzalez
Director for Schools & Estates, Haberdashers' Company
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