Lisa O’Loughlin, Principal and CEO of Nelson and Colne College Group, and Jon Hutchinson, Director of Curriculum and Teacher Development at the Reach Foundation, share their insights from the Curriculum and Assessment Review panel. They discuss the challenges of balancing ambition with political constraints and the importance of post-16 education. The conversation highlights the growth of oracy and the arts in the curriculum, while acknowledging the complexities of assessment reform. Their perspectives provide a rare glimpse into the evolution of England's educational landscape.
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question_answer ANECDOTE
Rediscovering The Profession
Lisa describes falling back in love with the profession after hearing teachers and students across the country.
She felt overwhelmed and impressed by young people's thoughtful views on curriculum change.
insights INSIGHT
Principles Anchored The Review
The panel anchored itself with clear principles like 'high standards for all' and evidence-led decision-making.
They prioritised evolution over revolution to avoid destabilising the system.
insights INSIGHT
High Standards Meant More Than Test Scores
'High standards for all' was defined broadly to include attainment, whole-child outcomes and destinations.
The panel warned any broadened pathways must avoid offering qualifications with little currency that limit futures.
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What really happens inside a national curriculum review?
In this episode, James and David go beyond headlines to explore the thinking, tensions and trade-offs behind England’s Curriculum and Assessment Review - with two people who helped shape it.
They’re joined by Lisa O’Loughlin, Principal and CEO of Nelson and Colne College Group, and Jon Hutchinson, Director of Curriculum and Teacher Development at the Reach Foundation - both panel members of the Curriculum & Assessment Review - who offer rare, first-hand insight into how the review was shaped and why its recommendations landed where they did.
This is an honest, wide-ranging discussion about ambition, constraints, evidence, politics, and what ‘high standards for all’ actually means in practice.
In this conversation, we explore:
What it was like to sit on the Curriculum & Assessment Review panel - workload, process, and pressures
Why the review focused on evolution rather than revolution
The hidden constraints baked into the review - political, practical, and systemic
Why post-16 recommendations matter more than many people realise
The case for broadening pathways beyond a narrow academic route
How oracy and the arts emerged as quiet winners in the final report
The limits of assessment reform - and why GCSEs remain so hard to shift
How evidence, professional judgement and lived experience were balanced
What the review does not do - and why that has frustrated many critics
This episode is essential listening for:
School and college leaders
Teachers and curriculum leads
Policy-curious educators
Anyone trying to make sense of what the review really changes - and what it doesn’t
Links
Curriculum and Assessment Review - Final Report: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report
Follow Jon - https://www.linkedin.com/in/jon-hutchinson-b3bbb568/
Follow Lisa - https://www.linkedin.com/in/lisa-o-loughlin-0637b553/
Follow David - https://www.linkedin.com/in/david-cameron-72061a15/
Follow James - https://www.linkedin.com/in/drjamesmannion
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